SELF- SURVEYS  BY 
COLLEGES  &  UNIVERSITIES 

WILLIAM  H.  ALLEN 


EDUCATIONAL  SURVEY  SERIES 


EDUCATIONAL     SURVEY     SERIES 


Self-Surveys  by 
Colleges  and  Universities 


-O        / 


EDUCATIONAL     SURVEY     SEEIES 

Self-Surveys  by 
Colleges  and  Universities 

By  WILLIAM  H.  ALLEN,  PH.D. 

DIRECTOR   OF  THE  INSTITUTE  FOR  PUBLIC 
SERVICE,  NEW  YORK  CITY 

With  a  Referendum  to 
College  and  University  Presidents 


YONKERS-ON-HUDSON,  NEW  YORK 

WORLD  BOOK  COMPANY 

1917 


WORLD  BOOK  COMPANY 

THE  HOUSE  OF  APPLIED  KNOWLEDGE 
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Publishers  of  the  following  professional  works : 
School  Efficiency  Series,  edited  by  Paul  H. 
Hanus,  complete  in  thirteen  volumes;  Educational 
Survey  Series,  three  volumes  already  issued  and 
others  projected;  School  Efficiency  Monographs, 
six  numbers  now  ready ,  others  in  active  preparation 


ESS:    ASSCU — I 


Copyright,  1927,  by  World  Book  Company 
All  rights  reserved 


FOREWORD 

'  •  ^O  make  it  easier  for  American  democracy  to  under- 
JL     stand,  and  to  shape  for  democracy's  ends,  the  higher 
education  upon  which  it  spends  a  half -billion  dollars  yearly, 
is  one  purpose  of  this  book. 

It  consists  of  first-aid  tests  that  will  help  a  trustee,  presi- 
dent, professor,  parent,  or  student  act  as  business  doctor  or 
efficiency  engineer  to  his  own  college, —  each  with  respect 
to  his  own  responsibility. 

"  Self-surveys  "  is  used  in  the  title  to  express  the  con- 
viction that  the  study  of  higher  education  which  is  most 
needed  today  is  study  by  colleges  themselves  of  themselves 
and  by  each  college  of  itself. 

While  addressed  to  those  who  are  officially  responsible 
for  600  colleges  and  universities  attended  by  nearly  400,000 
students,  it  also  aims  to  illustrate  the  method  that  must  be 
applied  by  students  of  education,  government,  and  eco- 
nomics if  they  are  to  ask  and  answer  dividend-paying  ques- 
tions. 

Laymen  are  included  in  our  audience  because  there  is 
only  a  negligible  fraction  of  our  population  with  whom  col- 
lege is  not  a  vital  influence.  Either  we  have  been  to  col- 
lege and  are  grateful  or  we  have  not  been  and  are  disap- 
pointed or  we  are  thankful  for  having  escaped.  Where  is 
the  teacher  who  would  not  have  liked  a  college  course? 
Where  is  the  tenement  mother  or  farm  father  who  doesn't 
have  daydreams  about  sons  and  daughters  going  to  college  ? 

Colleges  can  helpfully  and  constructively  study  college 
problems  only  by  applying  to  themselves  the  principles  of 
scientific  analysis  and  observation  that  higher  education 
applies  to  the  rest  of  the  universe.  General  questions  must 
be  broken  into  their  elements  and  each  part  answered  specif- 
ically for  each  individual  activity  or  person  concerned. 

The  experience  of  private  business  is  repeating  itself  in 
the  college  world.  Every  college,  and  every  department 
within  a  college,  is  coming  to  see  that  it  must  continuously 
and  progressively  study  itself. 

v 

370027 


vi  Foreword 

No  longer  does  it  suffice  to  point  to  the  college  halo. 
Keener  and  keener  is  competition  growing  from  other  col- 
leges and  other  activities.  Donors  and  taxpayers  are  ask- 
ing for  concrete  proof  of  the  faith  that  is  in  our  colleges. 
Students  about  to  invest  time,  money,  and  opportunity  are 
beginning  to  apply  principles  of  scientific  management  in 
the  selection  of  their  colleges  and  their  courses. 

The  pay-as-it-goes  cumulative  and  administrative  self- 
survey  is  coming  to  be  an  everyday  necessity  of  every 
college. 

Among  subjects  which  it  is  hoped  will  help  trustees  and 
students  answer  questions  that  are  being  widely  asked  are 
these:  education  scapegoats;  student  cost  of  living;  keep- 
ing in  touch  with  alumni;  citizenship  courses;  learning  by 
doing;  English  as  taught  and  practiced;  analyzing  student 
capacity ;  lecture  and  over-lecture ;  personality  of  instructor ; 
observation  of  classroom  instruction;  method  of  selecting 
instructors ;  more  experienced  teachers  for  less  experienced 
students;  segregation  of  sexes;  national  conventions  for 
trustees;  academic  vacations;  methods  of  appealing  and 
publicity;  the  teaching  load;  effects  of  research  upon  teach- 
ing efficiency ;  use  and  non-use  of  college  space ;  how  presi- 
dent and  faculty  deal  with  one  another;  and  the  effect  of 
foundations  upon  colleges  and  universities. 

One  feature  is  new  to  bookmaking  in  the  educational 
field;  namely,  questions  are  frequently  followed  by  Y 
(Yes)  ...  A/"  (No)  ...  ?  (Uncertain,  will  investigate)  . . . 
These  blanks  and  occasional  blank  pages  for  memoranda 
are  left  in  the  hope  that  readers  will  be  tempted  to  take  out 
their  pencils  and  mark  facts  and  questions  for  their  own 
colleges  and  classes.  Schools  of  education  will  find  labora- 
tory material  here  in  methods  of  breaking  general  ques- 
tions into  their  elements  and  of  disclosing  the  futility  of 
averages. 

For  asking  so  many  questions  rather  than  writing 
theories  no  apology  is  made.  To  raise  questions  is  the  pur- 
pose of  this  handbook.  No  one  can  know  the  answers 
until  self -surveys  are  made.  It  is  with  studying  education 


Foreword  vii 

as  with  travel :  one  finds  what  one  takes ;  one  sees  only  as 
one  asks.  Those  who  ask  general  questions  about  colleges 
will  obtain  general  answers.  Only  by  asking  specific  ques- 
tions can  self -surveyors  obtain  answers  that  will  help  their 
college  take  Tomorrow's  first  steps. 

Little  good  can  come  from  asking  colleges  to  place  their 
standards  higher.  What  colleges  need  most  is  to  fill  up 
the  gaps  between  what  they  have  already  undertaken  and 
what  they  are  getting  done. 

The  efficient  college  is  not  the  institution  described  by 
the  Association  of  American  Colleges  as  having  at  least  500 
students,  50  teachers,  $167,000  a  year  to  spend,  a  plant 
worth  $925,000,  an  endowment  of  $2,250,000,  and  total 
assets  of  $3,200,000.  On  the  contrary,  the  efficient  college 
is  a  place  that  may  or  may  not  —  yet  —  have  an  endow- 
ment and  may  or  may  not  —  yet  —  have  500  or  5000  stu- 
dents, but  that  does  have  —  already  —  purpose,  personnel, 
and  procedure  for  discovering  and  developing  student  per- 
sonality and  student  capacity.  There  can  be  no  efficient 
college  where  Tomorrow  is  like  Today  —  where  college 
managers  fail  to  ask  specific,  meaningful  questions  about 
their  reach  and  their  grasp. 

Readers  who  dislike  thinking  for  themselves  may  find 
this  book  uncomfortable.  Those  who  enjoy  analyzing 
their  own  observations  and  experiences  will  no  doubt  think 
of  many  incidents  and  questions  that  would  have  increased 
the  book's  value.  Criticism  and  suggestion  are  invited, 
and  when  received  will  be  circulated. 

In  five  ways  college  officers  and  faculties  have  helped 
make  this  handbook:  (i)  Many  of  the  questions  and 
suggestions  were  contributed  as  the  result  of  a  referendum 
of  chapter  headings  to  200  college  presidents  and  professors 
of  education;  (2)  photographs,  records,  and  concrete  in- 
stances have  been  furnished  partly  for  this  book,  partly  for 
Public  Service  bulletins,  and  partly  by  54  colleges  toward 
Record  Aids  in  College  Management;  (3)  basic  questions 
are  drawn  from  collaboration  with  faculty  officers  when 
the  survey  of  Wisconsin  was  made  and  from  studies  by 


viii  Foreword 

the  faculties  of  Oberlin  and  the  University  of  Chicago; 
(4)  public  statements  by  leading  educators  have  been  liber- 
ally used,  including  criticisms  of  colleges  by  college  men  in 
books  and  magazines  since  1910;  (5)  several  criticisms 
have  come  from  educators  who  generously  read  different 
chapters  and  permitted  use  of  their  suggestions. 

Special  indebtedness  is  acknowledged  to  Presidents  Frank 
L.  McVey,  University  of  North  Dakota,  Edward  K.  Gra- 
ham, University  of  North  Carolina,  Donald  J.  Cowling, 
Carleton  College,  Raymond  M.  Hughes,  Miami  University, 
Silas  Evans,  Ripon  College ;  Deans  Elmer  E.  Jones,  North- 
western University's  College  of  Education,  and  James  E. 
Hagerty,  College  of  Commerce  and  Journalism,  Ohio  State 
University;  Professors  A.  W.  Rankin,  University  of 
Minnesota,  R.  B.  Way,  Beloit  College,  and  A.  Duncan 
Yocum,  University  of  Pennsylvania. 

Russian  universities  furnished  leaders  for  the  Russian 
revolution  and  the  first  head  of  the  Russian  republic. 
America's  pilot  through  the  most  troublesome  waters  that 
our  ship  of  state  has  encountered  is  a  former  university 
professor  and  lifelong  teacher.  Revolution  and  war  bring 
to  the  surface  the  patriotism  of  our  college  world.  Equally 
important  is  the  obligation  of  our  colleges  to  teach  and  live 
the  patriotism  and  procedure  of  peace.  The  great  leaders 
for  whom  education  is  crying  are  those  who  will  show  how 
to  democratize  our  doing  as  well  as  our  wishing. 

The  basis  for  cooperation  is  common  knowledge.  The 
starting  point  for  common  knowledge  is  common  ques- 
tioning. 

WILLIAM.  H.  ALLEN 
NEW  YORK  CITY 

June  15,  1917 


CONTENTS 

PAGE 

FOREWORD v 

I.  THE  SURVEY  MOVEMENT  IN  HIGHER  EDUCATION 

1.  Every  College  to  be  Surveyed .     .  i 

2.  Higher  Education  Surveys  under  Way 2 

3.  Who  Shall  Make  Surveys? 4 

4.  Every  Official  Report  a  Survey 8 

5.  Self-Surveys  —  Current  and  Special 10 

6.  Inside  Reasons  for  Surveys  by  Insiders 12 

7.  Reasons  for  Surveys  by  Outsiders 14 

8.  What  Should   Special  Surveys  Report? 16 

II.  PROCEDURE  FOR  A  COOPERATIVE  COLLEGE  SURVEY 

9.  Twelve  Steps  for  a  Cooperative  Survey 19 

10.  Securing  Faculty   Cooperation 28 

11.  Report  "High  Spots"  and  "Low  Spots"  Separately  ...  32 

12.  The  Limits  of  Comparative  Studies 34 

13.  Survey  Technique 37 

14.  Educational  Scapegoats 40 

III.    RELATION  OF  TRUSTEES  TO  PRESIDENT  AND  FACULTY 

15.  Self-Survey  by  Trustees 42 

16.  National  Conventions  for  Trustees 44 

17.  College  Organization 46 

18.  Written  Agreements  with  Faculty 47 

19.  By-laws  and  Laws 52 

20.  Investigations   for  Trustees 54 

21.  Visitation  by  Alumni  and  Other  Visitors 57 

22.  Granting  of  Honorary  Degrees 62 

23.  Tenure  of  Office 63 

24.  Provision  for  Pensioning  Professors 66 

25.  Academic  Vacations 67 

26.  Outside  Audit  of  Operation  Reports 70 

27.  Beauty  Making  and  Building 72 

28.  Academic  Freedom 73 

29.  Endowments,  State  Aids,  and  Salary  Levels 75 

IV.    EXECUTIVE  AND  BUSINESS  EFFICIENCY 

30.  Efficiency  of  Administration 79 

31.  Efficiency  of  College  Executives 81 

ix 


x  Contents 

32.  President's  Working  Year  as  President 87 

33.  First  Faculty  Meeting  Each  Year 89 

34.  President's  Report  —  Opportunity  and  Index 91 

35.  Method  of  Appealing  and   Publicity    ........  96 

36.  Analyzing  College  Constituency 100 

37.  Method  of   Meeting  Criticism 102 

38.  Statistical  Organization 103 

39.  Elimination  of  Students 104 

40.  The  Business   Manager 106 

41.  Division  of  Reference  and  Research in 

42.  The  College  Budget 118 

43.  Record  Forms  Are  Educational  Indexes 124 

44.  Character  of  Financial  Reports 129 

45.  Bookkeeping  Methods 132 

46.  Purchasing  Methods 134 

47.  Unit  Costs  of  Other  than  Instructional  Service 135 

48.  Revolving  Funds 136 

49.  Use  and  Non-Use  of  College  Space 138 

50.  The  Working  Week 144 

51.  Teaching  Load  of  Instructors 150 

52.  Distribution  of  Non-Teaching  Load 153 

53.  Record  of  Gasses 153 

54.  Small  Classes 155 

55.  Control  of  Faculty  Research 156 

56.  Cost  of  Faculty  Research 158 

V.    FACULTY  GOVERNMENT 

57.  Commission   Government   for   Faculties 162 

58.  How  President  and  Faculty  Deal  with  One  Another  .     .     .163 

59.  Is  Faculty  Government  Democratic? 166 

60.  Faculty  Meetings,  Committee  Assignments,  Minutes   .     .     .167 

61.  Faculty  Investigations  and  Reports 171 

62.  Faculty  Salaries  and  Tenure 172 

63.  Faculty  Supervision  of  Research  and  Graduate  Work  .      .     .  177 

64.  Departmental  Meetings  and  Conferences 181 

65.  Interdepartmental  Conferences 182 

66.  Educational  Conventions 183 

VI.      EXTRA-CURRICULAR   ACTIVITIES   OF   STUDENTS 

67.  Student  Cost  of  Living,  Room  and  Board 185 

68.  Cost  of  High  Living 192 

69.  The  Out-of-State  Student 193 


Contents  xi 

PAGE 

70.  Student  Assemblies 194 

71.  Student  Self-Government 196 

72.  Group   Relations   of    Students 197 

73.  Supervision  of  Student  Activities 198 

74.  Health  Protection  and  Hygiene  Instruction 201 

75.  Vocational  Guidance  and  Supervised  Study 206 

76.  Employment  Bureau 208 

77.  Keeping  in  Touch  with  Alumni 215 

VII.    COURSE  OF  STUDY 

78.  The  College   Catalog 218 

79.  Courses   of   Study 222 

80.  Correlation  of  Subjects 224 

81.  Cooperative  or  In-and-Out  Method 228 

82.  Citizenship  Courses 229 

83.  Cultural  vs.  Practical  Courses 232 

84.  Fitting   Courses  to   Local   Needs 236 

85.  Holding  Power  of  Subjects,  Compulsory  and  Elective  .     .  237 

86.  Graduate  Work  Offered 240 

87.  Professional   Courses 241 

88.  The   College  Library 244 

89.  Testing  Efficiency  of  Individual  Courses 246 

90.  Admission  Requirements 247 

VIII.     INSTRUCTIONAL  EFFICIENCY 

91.  Method  of  Selecting  Instructors 251 

92.  Observation  of  Classroom  Instruction 253 

93.  Supervision  of  Instruction 262 

94.  Supervision  of  Classroom  Instruction 264 

95.  The  Student  Adviser 266 

96.  How  Classroom  Instruction  Was  Photographed  by  the  Uni- 

versity of  Wisconsin  Survey 270 

97.  Personality  of  Instructor 274 

98.  Personality  Portraits 276 

99.  Desirable  Personal  Elements  Found  by  Mr.  David  E.  Berg 

when   Observing  72   University   Instructors 279 

100.  Undesirable  Personal  Elements  Found  by  Mr.  Berg  .     .     .279 

101.  Use  of  Minimum  Essentials 280 

102.  Analyzing  Student  Capacity  and   Need 283 

103.  Graduate  Work 285 

104.  Learning  via  Doing 293 

105.  English  as  Taught  and  Practiced 297 


xii  Contents 

PAGE 

106.  Status  of  Foreign  Languages 301 

107.  Methods  of  Grading  Students'  Work  .     ...     i     ...  309 

108.  Students'  Written  Work 312 

109.  Lecture  and  Over-Lecture 316 

no.     Specialization  and  Over-Specialization 318 

in.    The  Point  System  of  Improving  Scholarship 318 

112.  Segregation  of  Sexes  in  Certain  Courses 320 

113.  The  Junior  College 321 

114.  Experienced  Teachers  for  Less  Experienced  Students  .     .     .324 

115.  Effects  of  Research  upon  Teaching  Efficiency 325 

IX.    RELATION  WITH  COLLEGE  COMMUNITIES 

116.  The  Home  Town 334 

117.  Accrediting  Secondary  Schools 340 

118.  Relations  to  Secondary  Schools 342 

1 19.  Extension   Work 345 

120.  Municipal  Universities 348 

121.  Colleges  and  Central  Boards  of  Education 352 

122.  The  Effect  of  Foundations  upon  Colleges 354 

APPENDIX  : 

EXHIBIT  I.    Constructive  Program  for  Foundations     .     .     .  360 

EXHIBIT  II.    Faculty  Questionnaire,  University  of  Wisconsin 
Survey 362 

EXHIBIT  III.    Alumni  Questionnaire,  University  of  Wisconsin 
Survey 375 

EXHIBIT  IV.   Fitting  State  University  Service  to  State  Needs 
—  Illustrations  from  the  University  of  Minnesota   .     .     .  382 

INDEX   .          385 


LIST  OF  ILLUSTRATIONS 

Colleges    and    teacher-training    schools    in    the    United 
States  to  be  self-surveyed Frontispiece 

OPPOSITE    PAGE 

Self-surveys  provide  field  training  for  students      .     .     .     16 

A  municipal  exhibit.     Dayton  Bureau  of  Research 
Teaching  taxpayers  to  test  results.    Dayton 

Surveying  would  vitalize  many  subjects 32 

Field  work  in  biology  and  physiography.    University  of  North 
Dakota 

Show  graphically  whence  students  come 56 

University  of  Wisconsin  Survey  Report 

Vacation  field  work  is  vacation  too 70 

Learning  to  garden  by  gardening.    University  of  California 
Learning  to  survey  by  surveying.     California 

To  compare  college  results  will  also  train  students  .      .     80 
Two  illustrations  from  a  city  exhibit  at  Jackson,  Michigan 

Proof  of  vital  work  is  the  best  publicity 96 

Eight  weeks  in  real  library  work.    Wisconsin  Library  School 
Learning  to  serve  by  serving.    Wisconsin  Library  School 

Short  courses  for  farmers  are  good  investments  .     .      .116 

Serving  those  who  pay  the  bills.    University  of  Minnesota 
Learning  to  test  corn  by  testing  corn.    Minnesota 

In-and-out  plan  reduces  capital  costs 120 

Future  engineers  build  bridges.    University  of  Cincinnati 
Students  of  engineering  help  work  on  section  gangs.     Cincin- 
nati 

Photographs  help  inform  and  interest  trustees       .      .      .124 

Not  yet  used  for  instruction.     Carleton  College 
An  important  laboratory.     Berea  College 

Educational  bookkeeping  needs  illustrations      .      .     .      .134 

Reed  College 

xiii 


xiv  List  of  Illustrations 


OPPOSITE    PAGE 


High  cost  of  living  means  fewer  students 182 

Self-support  and  instruction.    Berea  College 
Cooperation,  economy,  instruction.    Berea 

Correlating  work  with  good  times 200 

Pageant  of  the  seasons.    Pennsylvania  State  College 
Folk  dancing.     Pennsylvania  State 
Saturday  excursion.    Pennsylvania  State 

Keeping  in  touch  with  alumni  by  helping  alumni  grow       .  216 

Practicing  physicians,  summer  class  in  pediatrics  at  Greensboro. 
University  of  North  Carolina 

What  learning  by  doing  does  the  catalog  mention  ?       .      .  222 

Fitting  studies  to  state  needs.    University  of  California 
Made  and  installed  by  students.    California 

The  "  in-and-out "  method  is  sadly  needed  in  graduate 

work 228 

Electrical  test  work  and  metallurgical  laboratory  work  by  en- 
gineering students.     University  of  Cincinnati 
Truck  repairing  for  city  traction  company.     Cincinnati 

Field  training  for  public  service  via  preparing  exhibits  236 

Teaching  taxpayers  about  city  government's  results  by  ocular 
demonstration.    Dayton  Bureau  of  Research 

Professional  educators  also  learn  best  by  doing  .      .     .  284 
Comparative  tables  for  citizens.    Dayton  Bureau  of  Research 

Rivaling  the  disciplinary  value  of  compulsory  languages  304 

Leadership  qualities  tested.     Carleton  College 
Learning  via  serving.    Carleton 
Making  hygiene  attractive.     Carleton 

Coeducation  permits  sex  segregation  too 320 

Poultry  husbandry.    University  of  California 

Sex  segregation  via  interest  segregation.     California 

Learning  via  serving  college  and  town 336 

Which   is  better   for  higher  education,   road  making  or   road 

using  with  roadsters?    Berea  College 
Student-built  chapel.    Berea 


List  of  Illustrations  xv 

OPPOSITE    PAGB 

Extension  work  may  be  made  to  vitalize  both  college  and 

community 344 

Such  audiences  mean  future  support  and  students.  Reed  Col- 
lege 

Municipal  university  uses  factories 352 

One  way  to  find  what  Dean  Schneider  calls  "  the  yellow  streak  " 
in  future  engineers.  "  Coop  "  students  in  real  foundries  and 
shops.  University  of  Cincinnati 

Do  alumni  advise  "  practical  "  courses  ? 378 

Two  classes  of  teachers  at  Pennsylvania  State  College,  learning 
how  to  teach  agriculture  by  doing  agriculture 


SELF-SURVEYS  BY  COLLEGES  AND 
UNIVERSITIES 


THE  SURVEY  MOVEMENT  IN  HIGHER 
EDUCATION 

i.     Every  College  to  be  Surveyed 

WHEN  the  history  of  education  in  the  twentieth  century 
is  written,  the  two  ideas  of  self-examination  and  effi- 
ciency will  receive  respectful  and  continuous  mention. 

Whatever  may  be  found  to  be  the  determining  factors  in 
bringing  about  nation-wide  surveys  and  self-surveys  of  edu- 
cation, three  striking  facts  will  stand  out :  early  in  the  twen- 
tieth century  contentment  gave  way  to  question;  self-assur- 
ance gave  way  to  self -analysis;  and  submission  to  the  past 
gave  way  to  concern  for  the  future. 

Nor  is  this  renaissance  among  educational  executives  con- 
fined to  publicly  supported  schools.  On  the  contrary,  richly 
endowed  universities  and  desperately  needy  private  schools 
are  vying  with  tax-supported  state  and  city  schools  in  ask- 
ing: "  What  are  we  doing?  What  are  we  failing  to  do? 
What  are  we  failing  to  undertake  that  the  twentieth  cen- 
tury needs  to  have  done  ?  " 

The  faculty  of  Chicago  Normal  College  is  conducting  a 
self -survey,  as  the  eight  normal  schools  of  Wisconsin  re- 
cently cooperated  with  the  state  survey  director  in  studying 
every  phase  of  normal-school  work  and  as  the  presidents  of 
tax-supported  institutions  in  Ohio  earlier  cooperated  in 
studying  their  efficiency.  Ohio  State  University  is  by  order 
of  trustees  self-surveying  itself  through  deans  and  faculty. 
Columbia  has  a  committee  of  trustees  and  faculty  on  "  con- 
ditions of  education  and  administration."  From  the  Uni- 
versity of  Illinois,  Professor  W.  C.  Bagley  writes : 


2         Self -Surveys  by  Colleges  and  Universities 

"  The  department  of  education  is  now  cooperating  with  one 
of  the  colleges  and  with  a  large  department  in  each  of  two 
other  colleges  in  a  thoroughgoing  study  of  the  problem  of  col- 
lege teaching.  Classes  are  being  visited  and  inspected,  and  re- 
ports are  discussed  with  departmental  groups.  All  of  this  ac- 
tivity originated  with  the  departments  and  colleges  themselves." 

The  alumni  of  a  distinguished  secondary  school  are  sur- 
veying its  program,  equipment,  procedure,  and  results. 
Several  endowed  secondary  schools  are  studying  one  an- 
other's methods  of  discovering  and  developing  each  pupil's 
personality  and  capacities.  The  president  of  an  unendowed 
private  school  with  elementary  and  professional  courses  pays 
for  a  special  survey  of  personality,  methods,  and  results  of 
instructors,  including  his  own  method  of  supervising  and  de- 
veloping teachers. 

City  superintendents  of  public-school  systems  in  Houston, 
Texas;  Montpelier,  Vermont;  Jamestown,  New  York;  Co- 
lumbus, Ohio,  and  innumerable  other  places  are  conducting 
auto-surveys.  State  departments  of  education  in  Wis- 
consin, Connecticut,  Alabama,  Washington,  and  many  other 
states  are  surveying  county  and  city  schools. 

Difficulties  at  several  universities  between  faculties  or  indi- 
vidual instructors  and  trustees  have  led  to  surveys  and  re- 
ports of  facts  by  the  Association  of  American  Professors. 

So  rapidly  has  developed  the  demand  for  specific,  helpful 
information  regarding  college  needs  and  college  opportu- 
nities that  it  is  safe  to  prophesy  that  within  ten  years  prac- 
tically every  one  of  America's  600  colleges  and  universities 
will  be  surveyed. 

The  question  is  no  longer  shall  we  or  shall  we  not  have 
our  college  surveyed,  but  how  thoroughly,  how  helpfully, 
and  how  continuously  shall  our  college  be  surveyed. 

2.     Higher  Education  Surveys  under  Way 

Not  counting  the  routine  or  special  studies  that  are  being 
made  by  presidents,  deans,  and  faculties,  there  was  a  notable 
number  of  college  surveys  under  way  in  1916.  By  legisla- 
lative  order  universities  and  other  higher  institutions  of 


College  Surveys  under  Way  3 

learning  were  being  surveyed  in  Washington,  Colorado,  and 
Maryland.  By  special  arrangement  the  University  of  Min- 
nesota, on  its  own  initiative,  had  its  business  operations  sur- 
veyed by  the  Minneapolis  Committee  of  Municipal  Research. 
Wisconsin's  central  board  of  education  continued  surveys  of 
that  state's  university  and  nine  normal  schools. 

Indiana  and  Missouri  normal  schools  were  studied  and 
compared  by  the  Carnegie  Foundation  for  the  Advancement 
of  Teaching,  which  completed  its  nation-wide  study  of  in- 
struction in  engineering  and  in  law. 

Miami  University's  president  and  faculty  began  a  self- 
survey  in  1916.  The  Ohio  State  University  has  been  sur- 
veying itself  by  order  of  the  trustees.  For  Dartmouth's 
president  an  extensive  field-drawn  comparison  of  Dart- 
mouth's practices  with  the  practices  of  twenty-three  other 
institutions  was  made  by  Professor  H.  E.  Burton. 

Harvard's  department  of  economics  requested  the  depart- 
ment of  education  to  investigate  undergraduate  instruction 
in  economics  with  a  view  to  its  improvement.  This  request 
is  cited  by  President  Lowell  in  his  annual  report  as  addi- 
tional evidence  "of  the  open  mind,  the  desire  to  improve, 
the  willingness  to  change  its  methods  and  to  deal  with  its 
instruction  as  a  systematic  whole  which  has  been  conspicu- 
ous in  the  case  of  the  department  of  economics." 

To  the  above  add  the  special  surveys  completed  and  re- 
ported upon  of  state  universities  in  Oregon,  Iowa,  and  Wis- 
consin ;  surveys  completed  but  not  yet  reported  upon  for  all 
higher  institutions  in  North  Dakota ;  and  the  current  surveys 
by  central  boards  of  education  in  Idaho,  Kansas,  and  other 
states.  Obviously  a  substantial  beginning  has  been  made 
in  surveys  of  tax-supported  colleges  and  universities. 

How  generally  private  colleges  have  employed  outside 
analysts  or  have  begun  auto-surveys  has  not  been  compiled. 
Annual  reports  and  catalogs,  however,  show  a  nation-wide 
attempt  to  see  whether  existing  progress  and  methods  are 
fitting  the  needs  of  today  and  tomorrow.  The  chief  coop- 
erative effort  of  colleges  is  that  of  the  Association  of  Amer- 
ican Colleges,  which  at  its  Chicago  meeting  in  January, 


4        Self -Surveys  by  Colleges  and  Universities 

1916,  received  a  preliminary  report  of  the  committee  ap- 
pointed to  formulate  the  minimum  essentials  of  The  Effi- 
cient College.  A  revised  edition  of  this  report  (20  pages) 
appears  in  the  Association's  bulletin  of  February,  1917. 

Although  The  Efficient  College  propounds  a  minimum  of 
students  (500),  of  faculty  (50),  of  administration  ex- 
penses ($18,650),  of  instructional  salaries  ($99,000),  of 
maintenance  costs  ($49,100),  and  of  total  expenses  ($166,- 
750),  it  holds  up  as  another  minimum  essential  of  the  effi- 
cient college  —  a  continuous  self-survey. 

3.     Who  Shall  Make  Surveys? 

That  the  survey  is  here  to  stay  is  no  longer  the  subject  of 
disagreement  in  colleges  and  universities.  There  is,  how- 
ever, still  much  disagreement  as  to  whether  surveys  should 
be  made  exclusively  by  members  of  the  college  to  be  sur- 
veyed ;  by  local  officers  plus  outside  experts ;  by  widely  ad- 
vertised educational  officers  of  other  institutions;  by  the 
United  States  Bureau  of  Education;  by  one  of  the  great 
foundations ;  by  state  departments  or  central  boards  of  edu- 
cation ;  by  the  alumni ;  or  by  a  combination  of  the  foregoing 
possibles  and  desirables. 

So  far  as  privately  supported  colleges  are  concerned,  it 
is  probable  that  initiative  in  most  of  the  surveys  will  be 
taken  by  presidents.  It  will  be  natural  for  them  when  em- 
ploying outside  agents  to  turn  to  "  acknowledged  educational 
experts  " ;  i.e.,  to  widely  advertised  educational  leaders  or 
"  successful  college  administrators." 

One  important  lesson  will  be  learned  for  the  college  group 
only  through  experience;  viz.,  that  reputation  for  educa- 
tional leadership  and  for  educational  management  is  due  to 
several  other  factors  besides  ability  to  analyze  local  situa- 
tions and  local  needs. 

Survey  reports  by  distinguished  leaders  will  turn  out  to  be 
very  much  like  addresses  made  at  installations  —  general- 
ities about  and  apostrophes  to  the  ideals  of  education. 
When  asked  how  such  surveys  have  helped  them,  many  col- 
lege presidents  will  answer  as  a  health  officer  once  answered 


Possible  Surveyors  5 

when  asked  what  his  board  had  obtained  from  a  $1200 
health  survey  that  was  not  in  his  annual  report :  "  Search 
me."  Because  it  is  true  of  surveys  as  it  is  of  travel,  that 
what  one  sees  depends  upon  what  one  asks,  the  educational 
leader  who  comes  to  answer  questions  rather  than  to  ask 
them  will  console  more  than  he  helps. 

The  publicly  supported  college  will  incline  to  take  the  at- 
titude expressed  in  resolutions  passed  at  two  meetings  of  the 
National  Education  Association,  that  the  logical  surveyor  of 
publicly  supported  higher  education  is  the  United  States 
Bureau  of  Education.  Unless  survey  reports  and  costs 
prove  the  contrary,  it  will  be  assumed  that  this  national  bu- 
reau will  be  impartial,  sympathetic,  and  less  expensive. 

Regarding  the  capabilities  and  probabilities  of  surveys  by 
the  United  States  Bureau  of  Education,  several  facts  have 
been  either  forgotten  or  sidetracked.  In  the  first  place,  as 
the  bureau  itself  is  trying  to  have  educators  see,  it  is  not 
equipped  to  make  college  surveys.  It  has  neither  investi- 
gators nor  analysts  nor  clerks  nor  classified  information. 
Wherever  it  undertakes  a  survey  it  must  do  one  of  three 
things :  ( i )  neglect  other  work  which  it  has  undertaken ; 
(2)  make  a  superficial  survey,  as  in  Oregon;  or  (3)  enlist 
the  services  of  persons  not  on  its  staff,  as  in  Iowa,  North 
Dakota,  and  Washington.  So  far  as  the  United  States  Bu- 
reau of  Education  is  invited  to  make  surveys,  the  inviters 
owe  it  to  themselves  and  to  the  rest  of  the  country  to  help 
secure  funds  by  which  that  bureau  can  adequately  survey. 

Several  other  limitations  of  the  United  States  bureau 
seem  to  have  been  forgotten.  When  employing  distin- 
guished presidents  and  professors,  it  is  by  the  very  nature 
of  this  relation  prevented  from  exacting  the  efficiency  neces- 
sary for  its  own  protection.  For  some  time  to  come  no 
commissioner  of  education  will  feel  himself  secure  enough 
to  ask  a  celebrated  president  or  educational  specialist  to  sub- 
mit in  advance  a  detailed  plan  for  study  or  to  rewrite  a 
report  by  substituting  information  for  exhortation.  Yet 
these  are  fundamental  requirements  in  survey  supervision. 

Again,  not  until  long  after  the  first  crop  of  surveys  has 


6        Self -Surveys  by  Colleges  and  Universities 

been  reaped  will  any  commissioner  of  education  feel  that  the 
United  States  Bureau  of  Education  is  strongly  enough  en- 
trenched in  public  approbation  and  confidence  for  him  to 
point  out  serious  derelictions  and  inadequacies  of  educa- 
tional management.  Yet  the  constituency  which  demands 
and  pays  for  the  survey  is  entitled  not  only  to  that  part  of 
the  truth  which  it  is  safe  or  tactful  for  the  United  States 
bureau  to  report  but  to  every  important  truth  about  the  field 
surveyed. 

There  is  another  consideration  which  will  undoubtedly 
cause  the  withdrawal  of  the  United  States  bureau  as  a  sur- 
veyor; viz.,  that  any  local  or  special  service  which  reduces 
its  ability  to  look  objectively,  impartially,  and  unselfishly  at 
educational  movements  jeopardizes  its  power  to  serve  the 
whole  country.  When  a  United  States  bureau  signs  a  super- 
ficial survey  report  or  a  report  containing  educational  fal- 
lacies, from  that  hour  it  has  a  protective  investment  in  super- 
ficial and  inadequate  surveying.  Obviously  it  cannot  con- 
fidently and  conscientiously  comment  upon  educational  in- 
vestigations and  criticisms  by  others  when  conscious  that  it 
is  living  in  a  glass  house.  Having  advised  Iowa  to  average 
maximum  and  minimum  occupancy,  to  average  salaries 
within  a  department  at  $2000,  to  average  student-clock-hours 
within  a  department  at  300,  our  national  bureau  cannot 
graciously  advise  colleges  to  eschew  averages. 

It  is  noticeable  —  in  fact  a  trifle  humorous  —  that  the  de- 
mand to  be  surveyed  by  the  United  States  bureau  because 
it  is  a  public  agency  has  not  extended  to  a  demand  to  be  sur- 
veyed by  state  supervisory  boards  or  commissioners  of  edu- 
cation. Yet,  in  how  many  states  is  the  department  of  public 
instruction  not  better  equipped  with  directors,  investigators, 
clerical  assistants,  and  comprehension  of  educational  work 
than  is  —  thus  far  —  the  United  States  Bureau  of  Edu- 
cation ? 

The  great  foundations  are  being  thoroughly  tested  as  sur- 
veyors. The  Carnegie  Foundation  for  the  Advancement  of 
Teaching  has  already  reported  upon  the  teaching  of  medi- 
cine and  physics;  is  about  to  report  upon  the  teaching  of 


Foundations  as  Surveyors  7 

law  and  engineering;  has  surveyed  education  in  Vermont; 
and  is  now  completing  its  survey  of  normal  schools  in  Mis- 
souri and  Indiana.  The  General  Education  Board  has 
never  published  the  results  of  its  general  surveys  of  colleges 
and  normal  schools ;  it  is  now,  however,  making  a  survey  of 
higher  education  in  Maryland,  the  results  of  which  are  cer- 
tain to  be  published.  The  Russell  Sage  Foundation  through 
its  educational  division  has  not  thus  far  entered  the  higher 
education  field;  its  Dr.  Leonard  P.  Ayres,  however,  has 
helped  establish  methods  of  analysis  that  are  certain  to  be 
carried  into  surveys  of  colleges. 

There  are  certain  "  psychological  barriers  "  which  will 
make  it  difficult  for  either  the  Carnegie  Foundation  for  the 
Advancement  of  Teaching  or  the  General  Education  Board 
to  participate  in  surveys  for  concrete  facts  regarding  the 
management  of  colleges  and  universities.  For  example, 
both  boards  have  as  trustees  men  who  are  also  presidents 
of  state-supported  universities.  A  decent  regard  for  the  eti- 
quette of  mankind  will  keep  them  out  of  a  possible  predica- 
ment where  only  a  seriously  or  mildly  unfavorable  report 
will  reflect  the  facts.  Similarly  a  decent  respect  for  the 
opinion  of  mankind  will  keep  these  foundations  from  the 
equally  embarrassing  position  of  throwing  bouquets  at  one 
of  their  own  number.  In  the  long  run  the  reason  for  a  sur- 
vey is  to  secure  impersonal,  incontrovertible,  unbiased,  spe- 
cific, useful  information.  To  give  this  kind  of  information 
to  the  public  about  institutions  represented  on  their  boards, 
institutions  which  are  asking  them  for  help,  or  other  insti- 
tutions, will  in  the  long  run  seem  incompatible  with  the  gen- 
eral purposes  and  organization  of  these  two  great  founda- 
tions. 

Another  reason  why  colleges  will  tend  to  look  away  from 
foundations  for  their  surveys  is  that  it  will  be  found  easier 
to  make  a  straight  business  arrangement  with  surveyors 
who  have  not  the  multimillionaire  outlook.  It  is  not  an 
easy  thing  for  a  college  wishing  a  contribution  from  Mr. 
Rockefeller  or  Mr.  Carnegie  or  from  one  of  their  founda- 
tions to  ask  foundation  surveyors  to  make  a  report  clearer ; 


8        Self -Surveys  by  Colleges  and  Universities 

to  cite  specific  instances  in  support  of  general  criticism;  to 
correct  their  percentages  and  additions ;  to  have  classes  vis- 
ited a  second  time ;  to  abandon  certain  premises ;  etc.  Nor 
will  it  ever  be  easy  for  a  president  of  a  richly  endowed  uni- 
versity or  a  richly  supported  public  college  to  deal  as  man  to 
man  or  as  employer  to  employee  with  heads  of  richly  en- 
dowed national  foundations  that  give  or  withhold  money, 
favor,  and  recognition. 

Yet  it  is  clear  that  many  surveyors  will  be  needed  who 
will  hold  the  same  relation  to  employers  as  do  other  con- 
sulting experts.  The  demand  may  prove  great  enough  to 
support  professional  groups  of  college  analysts,  surveyors, 
and  reporters  who  will  be  subject  to  call  on  the  same  profes- 
sional basis  as  are  accountants,  engineers,  architects,  and 
other  builders,  even  for  reviewing  tentative  plans  or  manu- 
script reports  of  surveys  by  others. 

Many  colleges  have  already  benefited  from  surveys  by 
alumni.  For  example,  Harvard  classes  have  been  visited  by 
alumni  representatives,  and  at  Texas  complaints  and  con- 
troversial issues  have  been  investigated.  In  Wisconsin  the 
alumni  are  represented  on  the  official  board  of  visitors,  who 
are  supposed  to  make  a  continuous  survey.  Alumni  surveys 
will  increase  in  number  and  scope  as  other  surveys  produce 
facts  and  raise  questions. 

One  other  group  of  surveyors  remains,  and  it  is  the  group 
which  will  do  the  greater  part  of  future  college  surveying; 
viz.,  college  officers  and  faculties.  Some  surveys  or  partial 
surveys  will  be  made  by  college  presidents  or  trustees ;  others 
by  business  managers;  others  by  the  faculty  unaided;  and 
others  by  faculty  working  with  other  officers  or  faculty  with 
the  aid  of  experienced  investigators  from  the  outside  fa- 
miliar with  short  cuts  in  seeking  and  compiling  facts. 

4.     Every  Official  Report  a  Survey 

In  a  sense  every  official  report  is  a  survey  report.  The 
aim  of  the  current  and  administrative  survey  is  conserva- 
tion and  remedy, —  conservation  and  protection  of  forces 
and  methods  that  are  operating  satisfactorily  and  remedial 


Questions  or  Notes  9 

For  Questions  or  Notes  by  the  Reader 


io       Self -Surveys  by  Colleges  and  Universities 

action  where  forces  and  methods  are  not  yet  acting  satis- 
factorily enough. 

The  permanent  record  of  this  type  of  survey  is  the  annual, 
biennial,  or  other  official  report.  In  relatively  few  instances 
will  administrators  fail  to  include  in  their  periodic  reports 
any  evidences  of  improvements  effected  or  new  truths 
gathered.  It  is  for  want  of,  and  not  from  disregard  of,  spe- 
cific evidences  of  progress  that  so  many  college  reporters 
use  their  space  for  generalizations  and  for  statistics  of  little 
or  no  significance.  Where  this  year's  facts  are  almost  iden- 
tical with  last  year's  facts,  there  is  obviously  little  reason 
for  interpretation. 

A  notable  change  has  taken  place  in  college  reports.  Ele- 
ments to  be  considered  when  reporting  will  be  specified  later 
as  elements  to  be  looked  for  in  surveys.  Suffice  it  to  recall 
here  that  an  official  report  reflects  study  or  lack  of  study  by 
the  reporter  during  the  period  under  review.  It  is  a  survey 
report.  If  there  has  been  no  survey,  there  can  be  no  survey 
findings.  So  far  as  there  has  been  current  cumulative  sur- 
vey, the  official  report  is  the  natural  and  best  agency  for 
promptly  imparting  and  permanently  recording  its  results. 
The  election  of  President  M.  L.  Burton  of  Smith  College 
to  the  presidency  of  the  University  of  Minnesota  was  fur- 
thered by  his  reputation  for  self -survey  ing. 

5.     Self -Surveys  —  Current  and  Special 

The  human  factor  in  college  administration  is  similar  to 
the  human  factor  everywhere  else.  It  is  by  emphasizing 
its  likenesses  to  business  and  government  rather  than  its  un- 
likenesses  that  higher  education  will  best  know  itself. 

Just  as  the  keenest  inspector  of  a  milk  supply  is  the  person 
who  has  milk  for  sale  which  he  does  not  want  thrown  away 
by  health  officers  because  unclean,  so  the  best  possible  sur- 
veyors of  a  college  are  those  persons  who  are  responsible 
for  its  success  and  standing.  Not  until  the  crusade  for 
clean  milk  enlisted  the  milk  producer  and  seller  as  inspectors 
did  the  crusade  make  substantial  progress.  Likewise  only 
so  far  as  the  crusade  for  bigger  and  better  results  from 


Dean  Hagerty  on  Self -Surveys  1 1 

higher  education  enlists  responsible  insiders  will  it  sub- 
stantially aid  our  colleges. 

For  current  survey  by  insiders  the  college  management 
must  be  held  responsible.  It  must  ask  questions ;  secure  an- 
swers; compile  and  classify  summaries;  interpret  answers; 
submit  information  to  faculty  and  constituency  for  inter- 
pretation and  use.  These  steps  constitute  the  continuous 
cumulative  administrative  survey.  They  are  essentials  of 
scientific  management. 

The  only  part  of  a  current  survey  for  which  the  faculty 
is  responsible  is  the  record  that  each  member  must  keep  in 
order  to  answer  questions  which  come  to  him  from  college 
officers.  With  respect  to  his  own  work  and  his  own  subject 
it  is  expected  that  each  instructor  will  conduct  a  continuous 
survey. 

The  more  effective  the  current  survey  and  the  more  in- 
formation it  puts  in  circulation,  the  more  numerous  will  be 
the  special  surveys  by  insiders,  especially  by  faculty  groups. 

Wherever  special  investigations  are  numerous,  the  term 
survey  gives  way  to  study,  or  examination,  or  analysis. 
Soon  educational  literature  will  drop  the  terms  survey  and 
self-survey.  Faculties  and  officers  will  regularly  search  for 
facts  with  which  to  settle  questions  of  policy.  Surveys  by 
outsiders  will  be  followed  by  self-surveys  by  insiders  to  see 
how  far  conditions  have  changed.  Requests  for  new  build- 
ings will  be  preceded  by  special  studies  showing  use,  partial 
use,  and  non-use  of  existing  buildings.  Each  semester's 
crop  of  facts  from  current  administrative  self-surveys  will 
be  winnowed  and  followed  by  special  surveys  through  de- 
partmental or  faculty  committees  and  interested  individuals. 

Of  the  need  for  self-surveys  Dean  James  E.  Hagerty,  of 
Ohio  State  University's  College  of  Commerce  and  Journal- 
ism, writes : 

"  Many  heads  of  educational  institutions  are  ig- 
norant of  some  of  the  essential  comparative  facts  which 
they  should  know  in  order  to  be  efficient.  In  absence 
of  this  information  it  is  difficult  for  them  to  work  out 


12       Self-Surveys  by  Colleges  and  Universities 

an  even  development  of  their  institutions.  ...  A  uni- 
versity is,  as  a  rule,  better  prepared  to  obtain  such  facts 
than  is  a  manufacturing  concern,  since  it  has  trained 
men  who  are  in  the  habit  of  investigating.  .  .  .  You 
are  right  in  saying  that  the  administrative  authorities 
of  an  educational  institution  should  be  making  a  con- 
tinual survey." 

6.     Inside  Reasons  for  Surveys  by  Insiders 

During  the  year  1916  widely  published  criticisms  of  col- 
lege management  and  purposes  were  made  by  college  in- 
siders. A  number  of  these  criticisms  are  here  repeated, 
first  to  indicate  the  unrest  and  self -analysis  that  are  already 
current,  and  secondly,  to  suggest  the  need  for  cumulative 
indexes  of  criticisms  that  self-surveys  must  answer.  After 

each  item  is  printed  Y (Yes),  N (No),  f 

(Uncertain).  It  is  suggested  that  each  reader  check  (V) 
each  item  for  his  own  college  and  try  to  answer  where  and 
how  often  each  criticism  applies,  or  make  further  study 
where  question  mark  is  checked. 

College  government  undemocratic.  F....  N....  ?.... 
Trustees  usurp  faculty  functions.  F . .  . .  N . .  . .  f . . . . 

Presidents  dominate.     F. .  . .     N ? . . . . 

Extravagance  is  fostered.     F. . . .     N. . . .      f .  . . . 
Administrative  procedure  is  cumbersome.     F . . . .     A/" ..... 
f.... 

Teachers  underpaid  one  third.     F N....     ?.... 

Teachers  overworked.     F . . . .     N . . . .     ? . . . . 
Teachers  limited  to  schedule.     F. . . .     N . . .  .      f . . . . 

Teachers  taskmasters  instead  of  inspirers.     F N 

?.... 
Cooperation  for  democracy  lacking.    F. . . .    N. . . .    f 

Selection    of    a    college    not    fittingly    directed.     F 

N ?.... 

Standards  of  admission  too  low.     F. . . .     N. . . .     f 


College  Criticisms  of  Colleges  13 

Entrance  requirements  no  test  of  fitness.     Y N. . 

? . . . . 

Coordination  between  college  and  secondary  schools  neg- 
lected.   Y.:..    N....     ?.... 

Snobbishness     created     by     fraternities.     Y N 

f . . . . 

Examinations  destroy  real  comprehension.     Y....     N 

f 

Piecemeal    examinations    not    thorough.     Y. . . .     N 

? . . . . 

Traditional  subjects  adhered  to.     Y....     N....     ? 

New  studies  not  recognized.     Y . . . .     N . . . .     ? . . . . 
Required  subjects  not  all  valuable.     Y . . . .     N . . . .     ? . . . . 


No  cultural  curriculum.     Y N. . . .  f 

Current  history  neglected.     Y . . . .     N . . . .      ? . . . . 

Contemporary      ignorance      overlooked.  Y.  . . .     N 

r..,.: 

Courses  too  long  by  one  third.     Y . . . .  N . . . .  ? . . . . 

Foreign  languages   crowd   out   English.  Y . . . .     N 

"College    life"    more    important    than  studies.     Y 

N....     ?.... 

Character  development  neglected.     Y . . . .  N . . . .  ? . . . . 

College  graduates  lack  perspective.    Y . . . .  N . . . .      ? 

Human  knowledge  not  required.     Y. . . .  N. . . .      ? 

Contributions    to    public    service    small.  Y....     N 

f.... 

Facts  taught  without  antecedents  or  consequents.     Y 

N....     ?.... 

Matter  not  correlated.     Y N....      ?.... 

History    not    related    to    modern    life.  Y. .  . .     N 

f . . . . 

Student's    psychology    is    not    studied.  Y . . . .  N . . . . 

f.. 


14       Self -Surveys  by  Colleges  and  Universities 

Student's     cooperation      not      obtained.     F. .  . .     N 

f.... 

Industrial  and  domestic  intelligence  undeveloped.     Y . . . . 

N....     ?.... 
Intellectual     growth    not    sufficiently    prompted.     Y . . . . 

N....     f. ... 
Intellectual  enthusiasm  suppressed.    Y . . . .     N. . . .     ? . . . . 

Talent  and  genius  not  developed.     Y N f . . .  . 

Taste    in    music,    literature,    and    art    neglected.     Y. .  . . 

N....     f.... 

7.     Reasons  for  Surveys  by  Outsiders 

The  reasons  for  having  special  studies  by  outsiders  are 
independent  of  college  efficiency  and  have  to  do  with  per- 
sonal, local,  or  seasonal  elements.  In  fact,  it  will  undoubt- 
edly come  to  pass  with  colleges  as  it  has  with  business  cor- 
porations that  outside  analysts  or  "  business  doctors  "  will 
be  called  on  more  often  by  the  consciously  efficient  than  by 
the  consciously  inefficient  or  not-yet-consciously  efficient. 

There  was  a  time  when  doctors  welcomed  epidemics  and 
opposed  the  dissemination  of  health  facts.  Today  they 
know  that  people  well  informed  in  health  matters  support 
the  medical  profession  better  than  those  who  are  ignorant 
of  health  facts.  Every  advance  in  college  management  will 
increase  the  demand  for  outside  photographers  and  archi- 
tects. As  it  becomes  easier  to  prove  efficiency,  colleges 
against  which  unfounded  criticisms  are  made  will  appeal  to 
surveys  as  fact  finders.  Open  criticism  will  be  welcomed 
because  it  affords  opportunities  to  supplant  misinformation 
with  information,  and  hostility  or  indifference  with  friend- 
ship. 

To  make  a  survey  desirable  it  is  not  necessary  that  any 
considerable  fraction  of  one's  constituency  be  dissatisfied  or 
critical.  A  noisy,  insistent,  or  influential  minority,  however 
small,  may  do  more  damage  than  an  overwhelming  majority 
which  expresses  dissatisfaction  mildly  or  sporadically. 

Private  colleges  will  resort  to  outside  surveys  because  of 


Questions  or  Notes  15 

For  Questions  or  Notes  by  the  Reader 


1 6      Self -Surveys  by  Colleges  and  Universities 

such  personal  and  local  elements  as  these:  desire  to  show 
need  for  additional  endowment;  factional  controversy 
within  the  faculty  or  between  faculty  and  trustees;  trustee 
dissatisfaction;  alumni  dissatisfaction;  disparaging  com- 
ment or  action  by  state  universities,  larger  colleges,  entrance 
board,  or  great  foundation. 

Publicly  supported  institutions  of  higher  learning  will,  ir- 
respective of  their  actual  efficiency  and  merit,  resort  to  spe- 
cial surveys  as  the  best  means  of  settling  personal  and  local 
difficulties  due  to  the  causes  above  mentioned  and  to  the 
following :  legislative  criticism ;  demand  from  taxpayers  for 
retrenchment;  desire  to  prevent  threatened  reduction  of  ap- 
propriations ;  desire  to  justify  public  requests  for  additional 
funds  to  be  used  in  improving  or  extending  service ;  political 
differences  involving  university  management ;  other  schools' 
jealousy  of  university  domination  and  leadership;  desire  to 
see  whether  state  universities  are  receiving  disproportionate 
shares  of  state  money  and  are  exerting  disproportionate  in- 
fluence upon  lower  schools;  desire  to  have  higher  institu- 
tions included  in  the  study  of  the  state's  whole  program  for 
education. 

8.     What  Should  Special  Surveys  Report? 

A  surprisingly  large  amount  of  money  has  already  been 
spent  on  reporting  to  communities  their  educational  history ; 
how  many  buildings  they  own;  how  much  money  they 
spend ;  how  many  students  they  have ;  how  their  university 
or  public  schools  are  organized;  how  the  work  is  divided; 
how  beautifully  the  campus  is  set  between  hills ;  or  how  the 
institution  started.  An  astonishingly  large  amount  of 
money,  too,  has  been  spent  in  solemnly  telling  those  who  pay 
for  surveys  the  very  same  facts  which  earlier  had  been  told 
to  the  surveyors  as  reasons  for  the  survey.  Finally,  an 
amazingly  large  proportion  of  survey  findings  have  been  re- 
iterations of  educational  truths  as  widely  accepted  as  are  the 
Ten  Commandments,  the  law  of  gravitation,  or  the  meaning 
of  the  Fourth  of  July. 

Wherever  the  purpose  of  a  survey  is  to  find  out  something 


A  municipal  exhibit 


Dayton  Bureau  of  Research 


Teaching  taxpayers  to  test  results 

Self-surveys  provide  field  training  for  students 


Dayton 


-•• 

' 

,/ 


-.      ' 


' 

Ik: 

••'• 
• 


What  Special  Surveys  Should  Report          17 

that  is  not  already  known,  the  obvious  purpose  of  a  survey 
report  is  to  tell  whether  this  sought-for  information  has 
been  obtained  and  what  the  answer  is.  On  the  other  hand, 
wherever  the  purpose  of  a  survey  is  to  secure  the  opinion 
of  a  surveyor  without  respect  to  the  facts  upon  which  that 
opinion  is  based,  the  report  has  obviously  fulfilled  its  pur- 
pose if  it  conveys  that  opinion. 

During  my  first  interview  with  the  president  of  the  Uni- 
versity of  Wisconsin,  he  expressed  the  hope  that  the  state 
board  of  public  affairs  would  have  the  survey  made  by 
recognized  leaders  in  the  educational  field.  When  asked, 
however,  who  the  leaders  were  whose  opinion  he  would  ac- 
cept apart  from  the  facts  given  in  support  of  their  opinions, 
he  frankly  stated  that  after  all  a  survey  report  would  have 
weight  because  of  its  facts  rather  than  because  of  its 
opinions. 

Once  given  agreed-upon  facts  about  any  college,  the 
thinking  of  the  local  faculty  and  officers  will  almost  inevit- 
ably lead  to  an  opinion  or  suggestion  which  is  sound  for  that 
particular  college.  If  with  facts  before  them  the  local  re- 
sponsible officers  will  not  do  the  thinking  necessary  to  reach 
the  most  serviceable  and  best-fitting  conclusion,  there  is  lit- 
tle prospect  that  they  will  make  helpful  use  of  obiter  dicta, 
ex  cathedra  utterances,  and  unsupported  opinions  of  survey- 
ors, however  noted  or  notorious. 

That  the  surveyor  is  under  obligations  not  to  intrude  his 
own  personality  into  his  findings  of  fact  is  universally  con- 
ceded. Is  it  not  just  as  clear  that  he  is  under  obligation  to 
eliminate  other  personalities  when  deciding  what  and  how 
far  to  study  and  what  to  report?  As  a  matter  of  fact  there 
is  far  more  danger  that  reports  will  be  shaped  to  exclude 
references  to  or  evidences  about  individuals  on  the  teaching 
or  administrative  staff  of  the  college  surveyed  than  that 
the  surveyor  will  inject  his  personal  prejudices  and  desires 
into  survey  reports. 

After  a  few  more  survey  reports  are  available  for  study 
by  those  contemplating  surveys,  certain  specifications  will 
be  made  as  to  final  reports.  An  ounce  of  specification  will 


1 8       Self -Surveys  by  Colleges  and  Universities 

be  considered  worth  more  than  a  ton  of  generality.  Twice- 
told  tales  will  be  excluded.  General  philosophy  and  local 
history  will  not  be  paid  for,  or  at  least  will  be  thrown  into 
an  appendix  or  a  special  pamphlet  where  they  cannot  be  con- 
fused with  survey  findings.  Matters  which  belong  in  ad- 
ministrative reports  will  be  relegated  to  those  reports,  and 
the  survey  will  declare  that  such  reports  either  contain  neces- 
sary points  or  have  heretofore  lacked  them. 

Succinctly,  clearly,  and  specifically  the  survey  report  will 
state  fact  after  fact.  Earmarks  of  progress  and  efficiency 
will  be  listed  to  show  the  direction  in  which  college  service 
has  striven.  Conditions  and  methods  needing  correction  or 
other  administrative  attention  will  be  listed  as  opportunities 
for  increasing  efficiency. 

For  Questions  or  Notes  by  the  Reader 


II 

PROCEDURE  FOR  A  COOPERATIVE  COLLEGE 
SURVEY 

9.     Twelve  Steps  for  a  Cooperative  Survey 

NOT  all  college  surveys  can  be  cooperative.  Occasion- 
ally questions  will  arise  where  time  limits,  or  perhaps 
personality  limits,  will  make  it  inadvisable  for  the  surveyor 
to  ask  further  help  from  persons  concerned  than  the  accu- 
rate answering  of  questions.  Now  and  then  will  be  a  survey 
by  outsiders  or  by  official  insiders  without  knowledge  on  the 
part  of  those  surveyed  that  a  special  study  is  under  way. 
In  the  greater  number  of  college  surveys,  however,  whether 
current  or  special,  by  insiders  or  outsiders,  the  following 
twelve  steps  will  be  found  helpful : 

1.  A  written  agreement  will  be  reached  in  ad- 

vance as  to  ground  to  be  covered,  methods 
to  be  used,  and  money  and  men  available. 

Many  difficulties  of  previous  surveys  have  arisen  from  un- 
certainty, indefiniteness,  or  disagreement  among  those  who 
initiated  them.  There  are  difficulties  enough  inherent  in 
trying  to  secure  and  interpret  facts  without  running  pre- 
ventable risks.  "  You  cannot  put  out  a  conflagration  with 
an  atomizer."  Nor  can  you  do  a  $50,000  job  for  $5000, 
nor  easily  avoid  misunderstandings  where  many  partners 
are  trying  to  work  without  a  written  agreement. 

2.  Confidential  information  will  be  welcomed; 

used  when  confirmed;  and  informants  pro- 
tected. 

There  is  a  strong  prejudice  against  using  confidential 
information.  I  once  heard  a  survey  director  reply  to  per- 
sons who  were  giving  him  information  which  was  invalu- 
able if  correct,  that  he  would  not  accept  the  information 
even  as  a  hint  unless  they  would  sign  their  names  to  it. 

19 


2o      Self -Surveys  by  Colleges  and  Universities 

The  surveyors  of  Wisconsin's  university  and  normal  schools 
promised  to  regard  as  confidential  any  communication  so 
marked.  It  seemed  unfair  alike  to  taxpayers  who  wanted 
the  truth  and  to  persons  who  had  the  truth  for  the  surveyors 
not  to  exhaust  all  sources  of  information.  It  would  have 
been  extremely  unfair  to  use  unconfirmed  assertions. 

Whether  rightly  or  wrongly,  there  are  in  every  large  or- 
ganization several  persons  who  believe  they  possess  im- 
portant truths  as  to  conditions  needing  correction,  who  at 
the  same  time  sincerely  believe  that  they  will  suffer  reprisal 
if  their  colleagues  or  superiors  know  that  they  have  ex- 
pressed such  belief  to  surveyors.  This  condition  will  con- 
front self -surveyors  and  faculty  committees  just  as  it  con- 
fronts the  outside  surveyor.  It  is  extravagant  to  shut  the 
doors  on  such  information.  In  many  cases  the  surveyor 
has  opportunity  to  dislodge  untruths  and  fear  by  following 
up  tip  or  fact  from  confidential  sources.  This  position  is 
taken  by  colleges  which  maintain  question  and  complaint 
boxes  as  an  aid  to  current  administrative  surveys.  Confi- 
dential treatment  was  pledged  by  the  Iowa  commission  of 
1916. 

3.  Faculty  and  officers  will  cooperate  in  outlin- 
ing questions  to  be  answered  and  in  making 
criticisms  and  constructive  suggestions. 

The  valuable  Oberlin  survey  questions  were  compiled 
from  faculty  criticisms  and  suggestions.  Those  who  know 
a  working  organism  most  intimately  also  know  best  where 
it  is  not  working  smoothly  or  expansively.  Numerous  im- 
portant facts  and  suggestions  were  obtained  by  asking  the 
University  of  Wisconsin's  faculty  and  officers  to  list  facts 
to  be  confirmed;  subjects  to  be  studied;  and  questions  to  be 
asked.  The  Iowa  commission  likewise  prepared  a  letter 
of  inquiry  concerning  the  educational  needs  of  the  state 
which,  through  the  cooperation  of  the  state  board  of  educa- 
tion, was  sent  to  presidents  of  chambers  of  commerce,  heads 
of  granges,  newspaper  editors,  superintendents  of  schools, 
and  certain  other  citizens  of  distinction.  While  this  letter 


12  Steps  for  a  Cooperative  Survey  21 

asked  for  opinions  as  to  the  efficiency  of  organization  and 
management  of  state  institutions  and  the  wisdom  of  their 
educational  policies,  it  also  asked  correspondents  to  suggest 
possible  avenues  of  waste  through  unnecessary  duplication 
and  the  most  profitable  lines  for  future  development.  For 
instance,  Question  5  read,  "  Would  you  suggest  any  new 
activities  directly  or  indirectly  for  the  benefit  of  the  people 
of  the  state  which  any  one  of  the  institutions  should  take 
up?" 

4.  Those  whose  work  is  to  be  surveyed  will  par- 

ticipate in  collecting  and  analyzing  infor- 
mation. 

For  the  Ohio  school  survey  the  presidents  and  deans  of 
the  state-supported  normal  schools  accompanied  the  survey 
director,  Dr.  H.  L.  Brittain,  in  classroom  observations.  For 
the  University  of  Wisconsin  survey  four  different  members 
of  the  department  of  education  joined  in  visiting  classes  for 
the  training  of  teachers.  Three  of  them  also  helped  work 
out  examination  questions  for  testing  the  extent  to  which 
students  digested  theoretical  courses.  In  every  step  of  Mi- 
ami's survey  faculty  and  deans  are  working  together. 
Wherever  possible,  colleges  should  protect  surveyors  and 
benefit  themselves  by  having  representatives  present  as 
classes  are  visited;  as  reports  are  read;  as  replies  are  di- 
gested; and  information  analyzed. 

5.  Before  publication,  and  even  before  use  for 

criticism  or  suggestion,  all  statements  of 
fact  will  be  submitted  to  college  officers 
affected  for  confirmation  or  modification. 

This  step  should  be  taken  in  the  interest  of  both  surveyor 
and  surveyed.  No  one  wants  to  report  what  is  incorrect 
or  incomplete.  No  one  wants  his  work  incorrectly  or  in- 
completely described.  With  few  exceptions  those  surveyed 
will  prefer  frank  acknowledgment  of  unpleasant  facts  to 
either  untenable  denials  or  evasions  or  filibustering. 


22       Self -Surveys  by  Colleges  and  Universities 

6.  To  insure  a  build-as-it-goes  survey,  the  find- 
ings will  be  reviewed  with  college  officers 
as  work  progresses. 

So  far  as  this  is  done  the  final  survey  report  becomes  a 
record  of  conditions  changed,  where  otherwise  it  must  be  a 
list  of  conditions  needing  to  be  changed. 

It  is  not  always  possible  to  have  corrective  steps  taken 
immediately  upon  the  heels  of  interim  reports.  It  is  feas- 
ible, however,  to  start  whatever  remedial  action  is  involved 
the  minute  that  responsible  officers  concede  the  facts  which 
show  need  for  action.  For  example,  Edward  Mandel,  prin- 
cipal of  a  large  Manhattan  school,  carefully  watched  the 
compilation  of  facts  reported  by  those  who  surveyed  his 
school.  Frequently  he  did  not  wait  longer  than  to  see  the 
headings  of  tabulation  sheets  before  hurrying  to  his  school 
and  starting  for  succeeding  weeks  the  collection  of  infor- 
mation which  he  considered  significant.  Long  before  our 
report  was  written,  and  while  many  tabulations  were  incom- 
plete, he  had  instituted  changes  in  procedure,  self-surveys 
of  pupil  ages  and  progress,  etc. 

One  morning  at  about  ten  o'clock  we  telephoned  to  a 
University  of  Wisconsin  regent  that  there  were  facts  re- 
garding the  student  rooming  directory  which  we  thought 
officers  of  the  university  might  wish  to  use  immediately. 
He  reviewed  these  facts  at  noon;  by  2.30  had  communi- 
cated by  long-distance  telephone  with  the  executive  com- 
mittee; for  them  had  withdrawn  the  existing  directory; 
and  through  the  business  manager,  now  president  of  Tufts 
College,  had  started  the  self -survey  necessary  for  an  ade- 
quate directory. 

Recently  while  a  surveyor  was  reporting  to  Alexander 
Fichandler  on  certain  class  work,  the  latter  left  the  room. 
He  returned  soon  and  reported  a  corrective  started ! 

If  an  opportunity  to  help  an  instructor  —  and  his  stu- 
dents —  presents  itself  clearly  at  the  first  visit  to  his  class, 
why  wait  two  months  or  a  year  to  use  that  information 
helpfully? 


12  Steps  for  a  Cooperative  Survey     23 

7.  Pacts   will   be   stated   separately   from   criti- 

cisms and  suggestions. 

At  first  college  officers  find  themselves  disliking  the  state- 
ment of  fact  about  themselves  apart  from  the  interpreta- 
tion of  it.  Not  infrequently  surveyors  find  that  before 
answering  a  question  college  officers  want  to  know  what 
the  questioner  has  in  mind  by  the  question.  /If  a  college 
survey  were  a  series  of  debates,  a  mere  pitting  of  wit 
against  wit,  foil  against  foil,  a  separate  statement  of  facts 
would  never  be  possible  or  desirable.  But  a  college  survey 
is  an  entirely  different  kind  of  party.  By  definition  its  pur- 
pose is  to  secure  helpful  information  and  suggestion.  If 
there  is  disagreement  with  respect  to  facts,  there  can  be 
little  hope  of  agreement  with  respect  to  criticisms  and  sug- 
gestions which  in  theory  are  based  upon  facts. 

The  first  step  forward,  therefore,  is  agreement  as  to  facts. 
For  example,  a  survey  reports  that  such  and  such  a  profes- 
sor has  five  classes  with  one  person  in  a  class.  Whatever 
this  may  mean,  whether  that  the  professor  has  an  excep- 
tional opportunity,  or  exceptionally  high  standards,  or  an 
exceptionally  low  drawing  power,  or  an  exceptional  sub- 
ject, is  not  the  meaning  something  entirely  distinct  from 
the  fact?  Before  trying  to  find  out  what  it  means,  should 
not  the  surveyor  be  sure  that  he  is  talking  about  facts  con- 
ceded? The  willingness  to  accept  conclusions  while  deny- 
ing the  facts  is  a  dangerous  desire  for  immunity  from  crit- 
icism, which  should  be  discouraged.  Little  good  comes 
from  reforms  built  upon  assertions  that  reform  is  not 
needed. 

8.  Criticisms,    listed    separately,    will    be    sup- 

ported by  facts. 

Unless  criticisms  are  listed  separately,  an  error  as  to  one 
fact  associated  with  ten  others  may  prevent  a  fair  hearing 
for  eleven  facts.  Experience  shows  that  where  facts  are 
listed  in  short  paragraphs,  each  by  itself,  each  gets  its  own 
hearing.  Moreover,  a  flaw  in  any  one  is  easily  corrected 


24      Self -Surveys  by  Colleges  and  Universities 

without  prejudice  for  or  against  the  rest  of  the  facts.  An- 
other reason  for  listing  criticisms  separately  is  that  while 
many  persons  are  involved  in  all  criticisms  fewer  or  only 
one  are  involved  in  each  criticism.  The  reason  for  sup- 
porting criticism  with  facts  is  obvious.  Even  if  the  sur- 
veyed are  willing  to  accept  without  challenge  the  criticisms 
of  surveyors,  the  important  fact  remains  that  the  surveyed 
cannot  understand  the  import  of  the  criticism  unless  they 
see  the  facts  upon  which  it  is  based.  In  other  words,  the 
fact-supported  criticism  is  more  easily  usable. 

9.  Every    effort    will    be    employed    to    secure 

agreement  with  respect  to  facts  before 
taking  up  criticisms  and  with  respect  to 
criticisms  before  taking  up  suggestions. 

Men  who  are  agreed  both  as  to  facts  and  as  to  criti- 
cisms find  little  difficulty  in  considering  constructively  any 
suggestions  which  are  aimed  to  recognize  agreed-upon  facts 
and  to  meet  agreed-upon  criticisms.  For  any  condition 
needing  correction,  however,  there  may  be  five  or  ten  or 
more  different  solutions.  The  surveyed  may  agree  with 
surveyor  as  to  the  facts  and  as  to  criticisms  and  yet  disagree 
radically  as  to  the  best  remedial  action.  Surveyors  under- 
value their  opportunities  when  they  feel  that  their  sugges- 
tions are  more  important  than  the  facts  and  the  criticisms 
which  result  from  those  facts. 

If  persons  surveyed  have  a  better  remedy  than  the  sur- 
veyor,—  as  quite  frequently  they  really  ought  to  have, — 
the  surveyor  should  be  grateful  —  and  modest. 

Any  survey  whose  findings  of  fact  and  whose  criticisms 
are  accepted  will  be  productive  of  untold  benefit,  even  if  not 
one  of  its  recommendations  is  literally  adopted. 

10.  Constructive  suggestions  will  be  based  on 

facts  presented  and  criticisms  agreed 
upon. 

This  step  many  surveyors  will  not  take  unless  required 
to  do  so  by  persons  surveyed.  So  long  as  workers  accept 


12  Steps  for  a  Cooperative  Survey  25 

unanalyzed,  unsupported  judgments  upon  their  work  from 
inside  or  outside  surveyors,  so  long  will  the  majority  of 
surveyors  pronounce  judgment  and  make  suggestions  with- 
out anchoring  themselves  to  facts  or  disclosing  their  fact 
base. 

If  colleges  are  to  be  satisfied  with  unsupported  recom- 
mendations, they  might  better  save  the  money  required  to 
make  surveys  and  spend  an  infinitesimal  fraction  of  it  on 
books,  essays,  and  addresses  by  distinguished  educators. 

Conceding  for  the  sake  of  argument  that  there  are  edu- 
cators with  such  insight  and  hindsight  and  foresight  that 
it  is  irreverent  to  ask  them  for  the  fact  base  of  their  judg- 
ment, must  we  not  also  concede  that  the  minds  of  persons 
surveyed  are  such  that  they  cannot  fully  understand  or 
clearly  see  a  recommendation  apart  from  the  local  insti- 
tutional facts  upon  which  it  is  presumably  based? 

ii.  So  far  as  there  is  disagreement  with  respect 
to  fact,  criticism,  or  suggestion,  the  exist- 
ence of  this  disagreement  and  the  grounds 
of  it  will  be  stated. 

This  is  a  sound  principle  for  faculty  committees  and  edu- 
cational minorities  generally  to  adopt.  Political  bodies 
have  adopted  it  so  far  as  minorities  want  to  have  the  fact 
and  grounds  of  disagreement  made  known. 

The  Wisconsin  budget  law  requires  that  when  the  state 
efficiency  commission  submits  its  budget  to  the  legislature  it 
must  show  where  there  are  increases  and  decreases;  the 
reason  for  them ;  and  the  reason  why  a  minority  of  the  com- 
mission or  the  incoming  governor  voted  against  the  allow- 
ances recommended  by  the  majority. 

Where  in  spite  of  conference  there  persists  disagreement 
with  respect  to  fact,  both  positions  will  be  stated.  Pref- 
erably time  will  be  taken,  no  matter  how  long,  to  confront 
the  disagreeing  party  with  facts  which  will  remove  all  pos- 
sibility of  further  disagreement. 

On  a  matter  like  the  conduct  of  classes  subsequent  visits 
may  not  remove  disagreement  as  to  what  was  found  on  the 


26      Self -Surveys  by  Colleges  and  Universities 

previous  visit  but  will  establish  the  necessary  facts  as  to 
how  the  class  is  now  being  conducted. 

In  most  cases  disagreement  cannot  survive  cooperative 
effort  to  remove  it. 

The  time  necessary  for  such  cooperative  effort  should  be 
guaranteed  in  advance. 

12.     Survey  findings  will  be  issued  in  small  in- 
stallments. 

This  policy  was  agreed  upon  in  writing  before  the  Uni- 
versity of  Wisconsin  survey  started.  Unfortunately  the 
first  installments  were  ready  during  the  last  weeks  of  a  po- 
litical campaign.  It  was  decided  that  it  would  be  unwise 
to  have  the  survey  confused  in  the  public  mind  with  this 
campaign.  Later  the  installment  plan  was  largely  aban- 
doned. The  principle,  however,  was  sound,  as  has  been 
repeatedly  shown.  For  example,  the  space  given  to  each 
of  twenty  installments  of  New  York  City's  survey,  includ- 
ing many  of  a  technical  character,  was  almost  as  great  as 
could  have  been  given  to  the  entire  survey  report  if  issued 
at  one  time. 

Even  if  newspapers  could  print  all  of  an  expensive  re- 
port intended  for  the  public,  or  even  if  a  college  faculty 
could  take  the  time  to  review  all  of  a  report  intended  for 
them,  it  is  an  unescapable  fact  that  public  and  faculty  alike 
can  no  more  easily  digest  at  one  reading  a  survey  report 
about  a  whole  college  than  they  can  assimilate  a  month's 
rations  at  one  sitting. 

Because  survey  reports  are  useful  only  so  far  as  they 
are  interesting  and  related  to  local  and  important  duties, 
they  must  go  to  responsible  persons  in  doses  small  enough 
to  be  studied  and  digested  without  interfering  with  time 
mortgaged  to  routine  duties. 

The  reason  against  publishing  survey  results  in  small  in- 
stallments is  thus  summarized  by  Dean  Hagerty: 

"  Issuing  reports  piecemeal  provides  a  disorganizing 
publicity  and  irritation,  and  the  educational  world  and 


Publishing  Survey  Findings  27 

all  concerned  are  left  wholly  at  sea  with  respect  to  the 
exact  content  and  real  merits  of  the  survey." 

That  there  is  just  as  much  sea  around  complete  reports 
as  around  installments,  experience  has  shown.  If  steps 
here  suggested  are  followed,  the  possibility  of  successful 
controversy  over  agreed-upon  facts  will  almost  disappear. 

13.    Should  Survey  Findings  Be  Published? 

If  any  survey  report  is  published,  it  certainly  should  tell 
the  truth  and  all  the  significant  truth  in  answer  to  the  ques- 
tions which  the  client  asks  to  have  answered. 

Whether  a  particular  survey  report  should  be  published 
depends  upon  the  client's  wishes.  If  a  president  asks  for  a 
survey  of  himself  as  administrator,  it  is  not  necessary  to 
publish  the  findings  to  any  one  but  himself.  If  trustees 
ask  for  a  survey  for  their  own  guidance,  the  report  need  not 
be  published  to  any  one  else  but  the  trustees  unless  with- 
holding its  findings  from  taxpayers,  faculty,  or  alumni 
promises  more  harm  than  good.  If  a  legislature  asks  for 
a  survey,  the  client  is  the  public  and  the  report  should  be 
published. 

To  this  position  Dean  Hagerty  demurs.  So  far  as  his 
demurrer  accentuates  the  desirability  of  retaining  outsiders 
as  consultants  to  administrative  officers  rather  than  as  re- 
porters, I  still  feel  that  it  does  not  apply.  It  is  accepted 
where  the  survey  is  initiated  by  forces  other  than  the  ad- 
ministrative officers. 

"  I  doubt  if  it  is  worth  while  to  publish  a  survey 
report  made  by  an  outside  independent  institution.  .  .  . 
The  outside  surveyor  should  assume  the  same  attitude 
which  an  accounting  firm  assumes  when  it  examines 
the  books  of  a  private  business;  i.e.,  it  goes  over  the 
books,  finds  the  facts,  reports  the  true  status,  and 
recommends  desirable  changes.  If  the  accountants 
should  publish  their  findings  in  each  case,  over  one  half 
the  businesses  investigated  would  be  demoralized  and 


28       Self-Surveys  by  Colleges  and  Universities 

driven  into  the  bankruptcy  courts.  ...  I  believe  the 
university  survey  of  the  future  will  obtain  the  facts, 
make  recommendations  to  the  administrative  authori- 
ties, and  let  them  determine  what  to  publish." 

10.     Securing  Faculty  Cooperation 

Three  different  faculty  groups  have  cooperated  in  work- 
ing out  comprehensive  questions  for  projected  surveys  of 
their  institutions  to  answer.  The  Oberlin  faculty  made  a 
substantial  beginning  in  1909.  Later  the  University  of 
Chicago  faculty  worked  out  a  set  of  questions  for  alumni, 
seniors,  and  juniors,  regarding  preference  for  lectures,  reci- 
tations, combination  of  recitation  and  discussion,  etc.  Un- 
fortunately both  sets  of  questions  are  out  of  print  and  are 
only  here  and  there  available.  Both  lists,  however,  were 
drawn  upon  for  the  University  of  Wisconsin  survey  ques- 
tions which  are  here  reproduced  in  Appendices  I  and  II, 
because  they  represent  an  expenditure  of  time  and  money 
which  few  colleges  can  afford,  but  which  can  easily  and 
quickly  be  utilized  by  any  officer  or  group.  No  question  is 
there  by  accident.  With  insignificant  exceptions  each  ques- 
tion had  passed  the  gantlet  of  instructors  and  officers  of  one 
or  three  of  the  above-mentioned  faculties, —  Oberlin,  Chi- 
cago, and  Wisconsin.  In  addition,  the  final  Wisconsin 
list  was  "  censored  "  by  a  number  of  outside  educators  in 
public-school  and  normal-school  work. 

Numerous  helpful  suggestions  were  obtained  for  the  Uni- 
versity of  Wisconsin  survey  by  sending  out  to  the  faculty, 
alumni,  editors,  etc.,  twelve  general  questions  agreed  upon 
as  stating  the  general  scope  of  the  survey.  By  substituting 
"  community  "  for  "  state  "  these  questions  fit  the  private 
college  or  university  as  well  as  state-supported  institutions : 

1.  What,  if  anything,  is  the  University  of  Wisconsin 
undertaking  that  the  state  as  a  whole  does  not  wish  it 
to  do? 

2.  What,  if  anything,  is  the  university  failing  to  under- 
take which  the  state  wishes  it  to  do  ? 


Securing  Faculty  Cooperation  29 

3.  Is  the  university  doing  well  enough  what  it  does? 

4.  Is  it  doing  inexpensively  enough  what  it  does  ? 

5.  What  parts  of  its  work,  if  any,  are  inadequately  sup- 
ported ? 

6.  What  parts  of  its  work  are  out  of  proportion  —  too 
large,  too  small  —  to  its  program  as  a  whole  ? 

7.  Is  the  state's  support  of  the  university  proportionate 
or  disproportionate  to  state  support  of  other  public 
educational  activities  ? 

8.  Is  the  university's  business  management  —  in  policy, 
planning,  purchasing,  supervising,  checking,  and  re- 
porting —  adequate  and  efficient  ? 

9.  Does  the  legislative  policy  in  dealing  with  the  uni- 
versity and  other  educational  activities  reflect  adequate 
information  and  efficient  use  of  information? 

10.  What  is  the  university's  relation  with,  and  influence 
upon,  the  rest  of  the  state's  system  of  public  educa- 
tion? 

11.  What  are  the  standards  of  living,  social  and  economic, 
in  the  university? 

12.  What  not-yet-met  needs  of  the  state  which  the  uni- 
versity might  meet  and  what  opportunities  for  re- 
trenchment or  increased  efficiency  should  be  reported 
to  the  next  legislature? 

Ten  Steps  toward  Securing  Faculty  Cooperation 

Of  the  ten  first  steps  here  suggested  all  may  profitably  be 
taken  by  the  self -survey  or,  whether  administrative  officer 
or  instructor  or  trustee: 

1.  Agree  in  writing  upon  a  procedure  that  will  include 
at  least  the  twelve  steps  mentioned  above  on  page 

I?- 

2.  Look  over  the  Wisconsin  survey  questions  and  use 
those  which  will  be  helpful  directly  or  by  suggestion. 

3.  Let  survey  outliners  submit  their  own  first-draft  ques- 
tions to  faculty  and  officers,  including  alumni  officers 
whose  work  is  to  be  surveyed,  with  request  for  modifi- 
cations and  additions. 


30       Self -Surveys  by  Colleges  and  Universities 

4.  While  the  preceding  steps  are  being  taken,  secure  all 
survey  reports  published  to  date  and  "  high  spot " 
them  for  questions  or  tests  that  ought  to  be  locally 
applied.     The  United  States  Bureau  of  Education  will 
always  be  able  to  reply  promptly  with  a  complete  list 
of  college  survey  reports. 

5.  Ask  central  boards  of  education,  notably  in  Iowa, 
Idaho,  Kansas,  and  Wisconsin,  for  copies  of  their 
questionnaires  and  record  forms  for  similar  "  high 
spotting/'  for  use  in  formulating  and  applying  ques- 
tions and  tests. 

6.  Place  the  final  composite  of  questions  that  seem  de- 
sirable and  necessary  in  the  hands  of  all  persons  vi- 
tally concerned  in  the  survey  results.     In  Wisconsin 
these  questions  were  sent  to  faculty  members;  non- 
instructional  officers ;  regents  and  former  regents ;  offi- 
cial board  of  visitors;  alumni  officers;  county  super- 
intendents of  schools,  and  all  normal-school  presi- 
dents; and  leading  editors.     A  private  college  will 
seldom  wish  to  include  editors,  except  those  whom  it 
counts  among  its  principal  supporters  but  will,  how- 
ever, wisely  offer  to  send  copies  to  principal  donors. 

7.  Before  it  is  too  late  to  benefit  from  the  experience 
of  others,  send  questions  to  several  presidents,  deans, 
registrars,  department  heads  or  instructors  in  other 
colleges  most  likely  to  have  similar  problems  and  to 
be  interested  in  making  a  success  of  the  projected 
survey.     A  request  for  suggestions  will  bring,  inter 
alia,  several  marked  reports  or  addresses  and  helpful 
record  forms.     The  Wisconsin  survey  did  this  and 
received  many  valuable  suggestions  and  criticisms. 
Presidents  of  private  colleges  in  Wisconsin  undertook, 
too  late  unfortunately,  to  secure  with  respect  to  their 
own  colleges  information  for  later  comparison  with 
University  of  Wisconsin  facts.     For  every  unit  of 
benefit  obtainable  from  criticism  by  one's  colleagues 
and  competitors  after  a  survey  is  over  many  units  of 
benefit  are  obtainable  by  surveyor,  surveyed,  and  col- 


Securing  Faculty  Cooperation  31 

leagues  of  both  by  submission  of  the  survey  plan  while 
it  is  yet  tentative  and  improvable. 

8.  Ask  officers  and  faculty  to  name  persons  who  will 
represent  them  in  collecting  and  considering  informa- 
tion. Although  all  officers  and  faculty  members  are 
interested,  it  is  impossible  for  all  to  participate  equally. 
Many  questions  arise  which  call  for  prompt  action  that 
it  is  better  to  take  after  consulting  with  authorized 
representatives.  Usually,  too,  adequate  work  on  a  co- 
operative survey  calls  for  slight  or  considerable  read- 
justment of  teaching  and  other  college  loads.  Fin- 
ally, what's  everybody's  business  is  nobody's  business. 
Only  through  designated  representatives  may  a  col- 
lege make  sure  that  the  generous  interest,  occasional 
suggestion  and  criticism  will  be  reservoired  for  sur- 
vey uses. 

Q.  Use  survey  questions,  compilations,  and  summaries  as 
laboratory  material  for  training  students.  Maga- 
zines, books,  official  college  reports  and  catalogs 
foundation  reports,  survey  reports  for  colleges  and 
secondary  schools,  discussions  from  allied  fields  such 
as  state  budget  making,  etc.,  contain  vast  quantities  of 
material, —  too  helpful  to  be  neglected  and  too  vast 
for  analysis  by  official  surveyors.  Every  year  there 
is  a  new  crop  of  criticisms  of  colleges  by  colleges  in 
light  of  which  it  is  desirable  that  every  college  review 
its  own  practices  and  products.  No  better  training 
can  be  given  students  of  English,  journalism,  political 
science,  statistics,  teaching,  school  management,  etc., 
than  to  require  them  to  participate  in  gleaning  from 
this  wealth  of  material  concrete  definite  helps  for  a 
projected  survey. 

10.  So  far  as  possible  have  administrative  officers,  division 
heads,  faculty  members,  and  students  cooperate  not 
only  in  analyzing  and  classifying  information  descrip- 
tive of  field  observations  but  also  in  making  observa- 
tions and  tests.  To  a  greater  extent  than  has  yet  been 
tried  this  will  be  found  a  good  investment.  Every 


32       Self-Surveys  by  Colleges  and  Universities 

field  should  be  surveyed  by  those  particular  persons 
responsible  for  using  the  results  of  the  survey.  It  is 
the  man  who  first  discovers  a  need  who  is  apt  to  re- 
member it  longer  in  more  relations  and  to  see  it  most 
clearly.  It  is  vastly  better  for  a  department  head  to 
see  at  first  hand  that  an  instructor  needs  help  or  a 
course  needs  reorganization  than  to  be  convinced  of 
these  needs  by  a  report  from  some  one  else. 

The  use  of  students  on  surveys  is  considered  questionable 
by  many  college  officers.  If,  however,  it  is  effective  train- 
ing for  students  under  direction  to  study  public  departments, 
factory  management,  social  conditions,  why  is  it  not  equally 
good  training  for  students  under  direction  to  study  college 
management,  social  conditions  at  college,  use  of  college 
space  per  student  hour,  college  costs,  college  accounting, 
college  purchasing  methods,  and  college  budget  making? 

Dean  E.  E.  Jones  of  the  College  of  Education  at  North- 
western University  is  employing  students  to  analyze  student 
mortality;  student  failures;  student  examination  papers. 
Bryn  Mawr,  Yale,  and  Smith  have  employed  students  to 
study  costs  of  living  at  college.  Numerous  colleges  and 
universities  for  economic  reasons  employ  scholarship  stu- 
dents for  all  manner  of  useful  service,  from  waiting  on 
table  or  carrying  mail  to  examining  papers  and  teaching 
classes.  What  is  workable  for  economic  reasons  is  equally 
workable  for  educational  reasons,  especially  when  student 
help  in  self -survey  ing  would  reduce  survey  costs. 

ii.     Report  ef  High  Spots "  and  " Low  Spots  "  Separately 

Among  America's  great  men  identified  with  higher  educa- 
tion is  one  who  is  noted  for  cheating  himself  at  golf.  For 
his  psychology  most  of  us  can  from  our  own  desires  and 
prejudices  furnish  at  least  one  counterpart.  There  is  many 
a  mother  who  wants  her  children  to  learn  to  swim  without 
going  near  the  water,  or  whose  one  reason  for  not  taking 
her  child  to  a  doctor  is  fear  that  the  doctor  will  find  ade- 
noids requiring  an  operation.  If  college  officers  confess  to 


These  two  views  of  field  work  in  biology  and  physiography  by 
students  of  the  University  of  North  Dakota  suggest  universally 
accepted  methods  of  illuminating  natural  science  instruction.  For 
vitalizing  the  social  sciences  and  literature,  logic,  etc.,  doing  what 
needs  to  be  done  and  what  will  be  used  is  still  too  little  employed 


Surveying  would  vitalize  many  subjects 


Separate  High  Spots  from  Lozv  Spots          33 

natural  feelings,  they  will  prefer  to  have  any  deficiencies 
come  to  them,  not  isolated,  but  imbedded  among  excel- 
lences. 

Once  concede  this  point,  once  agree  that  no  "  low  spot " 
shall  be  mentioned  except  in  connection  with  "  high  spots," 
which  also  means  no  "  high  spots  "  separately  from  "  low 
spots,"  and  college  officers  have  made  it  extremely  difficult, 
when  not  impossible,  for  themselves  to  be  helped  by  survey 
findings. 

With  attempts  to  segregate  "  low  spots  "  from  "  high 
spots  "  I  have  had  several  experiences.  Once  where  only 
"  high  spots  "  were  listed,  surveyors  were  met  with  this 
question  by  an  influential  magazine :  "  Will  this  make  the 
public  less  discontented  with  its  present  schools?  If  so,  we 
are  against  it."  In  another  case,  where  excellences  were 
printed  first  and  conditions  needing  correction  printed  later, 
we  were  severely  and  editorially  criticized.  Our  list  of 
"  high  spots  "  was  called  "  whitewash,"  even  "  hog  wash," 
and  was  declared  to  present  insuperable  obstacles  to  profit 
from  the  survey.  On  the  other  hand,  the  list  of  conditions 
needing  correction  was  declared  to  be  unbalanced,  unfair,  im- 
properly motivated,  because  the  excellences  were  not  with 
them. 

Whether  the  materials  which  a  survey  studies  and  de- 
scribes are  to  be  segregated  in  a  way  which  is  called  sci- 
entific when  ore  is  being  assayed,  sputum  being  analyzed  for 
bacteria,  or  food  and  water  for  chemical  impurities,  is  a 
question  that  must  be  answered  for  surveyors  and  self -sur- 
veyors before  they  begin  their  studies.  Repeated  refer- 
ences will  be  made  to  this  in  later  sections  under  survey 
questions  and  technique.  Two  illustrations  will  here  de- 
velop the  issue. 

Professor  A  is  brilliant,  banal,  brutal,  well  informed; 
sometimes  he  is  definite  and  concise;  at  other  times  he  is 
verbose,  indefinite,  and  bombastic.  Shall  a  survey  attempt 
to  say  brilliant  and  bombastic,  definite  and  indefinite,  so  as 
to  "strike  an  average"?  Shall  it  report  that  while  he  is 
at  times  indefinite  nevertheless  at  other  times  he  is  definite  ? 


34       Self -Surveys  by  Colleges  and  Universities 

Or  shall  it  report  facts  which  prove  that  Professor  A  needs 
the  help  of  his  colleagues  and  supervisors  to  correct  to  the 
point  of  elimination  a  tendency  to  be  banal,  brutal,  indefi- 
nite, verbose,  bombastic? 

On  the  business  side,  there  are  two  dormitories:  one 
earns  $2000  a  year  profit;  one  loses  $2000  a  year.  Shall 
the  survey  report  the  two  dormitories  as  self-sustaining  or 
shall  it  report  that  dormitory  B  loses  $2000  a  year  in  face 
of  the  fact  that  dormitory  A  is  so  managed  as  to  gain  $2000 
a  year? 

When  the  business  world  has  a  survey  by  insiders  or  out- 
siders, it  carefully  segregates  excellences  from  deficiencies. 
On  the  excellences  it  spends  no  time  except  to  learn  whether 
conditions  are  favorable  to  their  protection  and  extension. 
It  is  out  of  the  deficiencies,  separately  listed,  that  it  reaps 
its  profit  from  a  survey.  So  will  colleges  come  to  demand 
the  segregation  of  "  high  spots  "  and  "  low  spots." 

12.     The  Limits  of  Comparative  Studies 

Before  the  University  of  Wisconsin  survey  began,  the 
president  expressed  the  hope  that  we  would  make  widely 
comparative  studies;  i.e.,  comparisons  between  Wisconsin 
and  other  leading  universities.  When  asked  if  he  was  will- 
ing to  concede  the  results  of  comparisons  between  the  Uni- 
versity of  Wisconsin  and  the  University  of  Minnesota,  he 
began  at  once  to  cite  differences  that  must  be  taken  into 
account.  These  allowances  and  cautions  soon  showed  that 
no  comparative  statement  based  upon  anything  short  of  the 
minutest  possible  field  study  of  each  institution  would  be 
accepted  by  Wisconsin  as  valid.  It  was  admitted  that  it 
would  be  more  helpful  to  Wisconsin  to  have  what  Wis- 
consin was  accomplishing  compared  with  what  Wisconsin 
was  undertaking  and  with  what  Wisconsin  needed. 

Only  where  the  purpose  of  a  survey  is  to  rank  colleges  is 
comparison  between  colleges  indispensable.  In  other  cases 
comparison  may  establish  a  presumption;  may  raise  ques- 
tions; may  give  encouragement;  may  gratify  or  pique  local 
pride ;  but  not  until  it  is  shown  that  the  other  colleges  with 


Questions  or  Notes  35 

For  Questions  or  Notes  by  the  Reader 


36       Self -Surveys  by  Colleges  and  Universities 

which  the  surveyed  college  is  compared  are  satisfactorily 
fitting  the  needs  and  capacities  of  their  own  students  and 
localities  does  comparison  help  answer  the  most  vital  ques- 
tion of  every  survey;  viz.,  how  our  college  is  doing  what 
it  might  and  should  do. 

Obviously  a  college  may  lead  all  other  colleges  and  still 
fall  far  short  of  its  own  possibilities  and  obligations. 

Take,  for  example,  the  chart  on  page  141  showing  non- 
use  of  a  classroom  at  Vassar.  A  comparative  study  would 
disclose  that  in  many  colleges  many  rooms  are  used  fewer 
hours  a  week  than  this  room;  viz.,  18  hours,  or  50%  of 
the  scheduled  possible  hours  at  Vassar. 

Such  comparative  information  will  be  interesting  and 
relevant  so  far  as  the  survey  had  no  utilitarian  reason  for 
asking  its  question  about  use,  partial  use,  and  non-use  of 
that  room,  but  with  few  exceptions  the  reason  for  asking 
this  question  is:  need  for  additional  space.  That  another 
college  gets  less  use  out  of  equivalent  space  does  not  help 
our  college  decide  whether  it  can  get  more  use  out  of  this 
space. 

The  comparative  study  most  needed  by  colleges  is  study 
of  each  college  against  a  background  of  its  own  students, 
conditions,  difficulties,  and  opportunities. 

Another  reason  why  as  yet  comparative  studies  are 
hardly  worth  the  space  required  to  print  them  in  survey 
reports  is  that  the  printed  reports  from  which  they  are 
taken  do  not  use  a  common  language.  In  other  words, 
most  comparative  studies  must  for  some  time  to  come  be 
secondary  comparisons  of  unlike  and  therefore  incomparable 
original  facts.  For  not  even  the  number  of  students  or  the 
per  capita  cost  of  college  instruction  can  trustworthy  com- 
parisons be  made  in  1916  between  even  the  leading  uni- 
versities of  the  country  or  of  New  York  City. 

By  the  time  administrative  surveys  and  scientific  man- 
agement have  overcome  this  serious  deficiency,  most  colleges 
will  have  become  so  engrossed  in  self-study  that  they  will 
worry  infinitely  less  about  their  ranking  away  from  home 
than  about  the  adequateness  of  their  service  at  home. 


Making  Cooperation  Easy  37 

13.     Survey  Technique 

In  Self-Surveys  by  Teacher-Training  Schools  several 
chapters  were  given  to  the  technique  of  making  a  survey. 
The  detailed  steps  are  not  repeated  here.  The  topics  cov- 
ered include  these : 

Starting  a  survey. 

Dispelling  controversies  with  facts. 

Securing  cooperation. 

Deciding  upon  scope. 

Deciding  what  particular  questions  to  ask. 

Having  those  who  sponsor  the  survey  also  sponsor 

the  particular  questions  asked  by  the  survey. 
Fitting  questions  to  different  audiences. 
Guaranteeing  the  anonymity  of  answers. 
Guarding  confidential  statements. 

Importance  of  field  work. 
Checking  written  work. 
Making  tabulation  easy. 
Making  the  survey  report. 

Monopoly  of  benefit  from  a  survey  is  just  as  anti-social 
as  monopoly  of  water  power  or  of  eggs.  Wherever  sur- 
veyors and  and  self -surveyors  ask  questions  about  a  faculty 
without  letting  the  faculty  know  in  time  so  that  it  can  ask 
the  same  questions  about  itself,  the  result  will  be  as  unsat- 
isfactory as  results  from  any  other  monopoly.  It  is  the 
asking  and  studying  and  not  the  reading  about  or  listening 
to  a  survey  report  which  will  benefit  a  college. 

The  minute  it  is  decided  to  democratize  the  planning, 
questioning,  and  studying  of  a  survey,  it  becomes  neces- 
sary to  adopt  a  procedure  which  several  people  can  simul- 
taneously employ.  It  is  extravagant  to  have  unwritten  ques- 
tions, unwritten  answers,  private  conversations.  Instead  it 
becomes  necessary  to  exclude  from  consideration  facts 
which  cannot  be  seen  by  both  surveyor  and  surveyed. 


38       Self -Surveys  by  Colleges  and  Universities 

Even  if  a  man  is  surveying  himself,  it  is  more  profitable 
to  be  concrete  and  consecutive  in  questioning  and  answering. 

If  two  or  more  persons  or  the  same  person  on  two  or 
more  occasions  are  to  deal  with  survey  findings,  then  the 
most  efficient  technique  is  needed  of  factoring  questions,  of 
recording  things  of  a  kind  in  a  column  or  on  a  page,  and 
of  marking  tabulation  sheets  to  economize  effort.  These 
are  treated  in  Self -Surveys  by  Teacher-Training  Schools. 
Criticisms  or  modifications  of  technique  there  suggested  will 
be  welcomed  by  the  authors. 

Ten  of  the  cardinal  elements  of  survey  technique  are 
listed,  because  college-survey  questions  and  reports  indicate 
that  they  need  special  emphasis : 

1.  Answering  should  be  made  as  easy  as  possible;  e.g., 
wherever  a  check  (V)  can  be  made  to  answer  writing 
should  never  be  required.     In  succeeding  chapters  fre- 
quently blanks  will  be  found  for  checking  by  the 
reader. 

2.  Questions  should  be  so  worded  as  to  "  fetch  "  the 
answer  sought ;  e.g.,  it  helps  little  to  ask,  Are  instruc- 
tors experienced  ?     It  helps  much  to  know  where,  how 
much,  and  what  the  experience  of  each  instructor  was. 

3.  So   far  as  can  be  anticipated,   alternative  answers 
should  be  typed  or  printed  with  the  questions,  always 
with  room  for  "  others."     Where  one  answerer  may 
thus  be  influenced  to  check  an  item  of  which  he  would 
not  think  independently,  ten  others  will  answer  com- 
pletely, where  otherwise  they  would  answer  incom- 
pletely. 

4.  Questions  should  be  broken  into  their  elements  and 
a  special  answer  required  for  each  part  of  each  ques- 
tion, and  tabulation  sheets  marked  for  recording  only 
one  kind  of  fact  about  each  activity  in  one  column. 

5.  Later  tabulation  or  summary  uses  of  questions  should 
be  considered  when  the  questions  are  being  framed. 

6.  In  tabulation,  every  part  of  every  question  should  be 
accounted  for  in  the  report. 


Making  Analysis  Easy  39 

7.  A  space  for  number  not  answering  should  be  pro- 
vided for  recording  answers  to  every  part  of  every 
question. 

8.  Coding  answers  and  applying  the  Hollerith  tabulat- 
ing-card  principle,  as  per  the  card  here  inserted 


STATED  INSTRUCTION— GRADING.  ETC.— Summary  pp.  3-6.  29.  35 


Col. 


Dept. 


Rank 


Sub. 


Sem. 

Course 

Resp. 

Hrt. 

A 

No.  Students  who  are 

No.  Students  In  Class 

Discipline 

C 

P 

A 

B 

C  D 

Grad. 

Srt. 

Jrt. 

Soph. 

r«sh. 

Sp'l 

Not 

n'n 

Total 

Credit 

Con'd 

Inc. 

Failed 

Drop'd 

Yes         No 

n  n 

Cases 

U 
G 

Yes 

C 

Why 

ifom 

•dm* 

N 

ir 

Ex. 

Fina 

Exam. 

Weight  of 

Student 

t  Failed 

Individ'!  Attention 

D 

F. 

wny 

i 

P. 

Rec.  At 
Yes       N 

Inc. 

State  Positions 

Dates 

City  Positions 

Dates 

XVIII 

3 

4 

5 

6 

a 

Typ'cal  Service! 

. 

: 

Con. 

Fid. 

9. 
10. 

n. 
12. 
13. 
14. 
15. 

1  6. 
17. 
18. 
19. 

20. 


a.  gcucicti 

Secure  college  help  in  framing  questionnaire. 
Use  loose  sheet  questionnaire. 

Assort  and  number  all  returns. 
File  ranks  and  divisions  separately. 
Note  answerer's  degree  of  responsibility. 
Provide  key  numbers  to  insure  anonymity. 
Have  time  used  in  answering  questions  reported. 

Leave  blank  space  for  answers. 
List  all  alternative  answers  anticipated. 
Have  separate  heads  for  each  type  of  fact. 
Provide  a  "  Don't  know  "  column  or  space. 
Promise  confidential  treatment. 


40       Self -Surveys  by  Colleges  and  Universities 

21.  Welcome  anonymous  complaints. 

22.  Insure  time  necessary  for  writing  up  results. 

23.  Account  for  every  part  of  every  answer. 

24.  Provide  a  consolidated  key  card  for  answers. 

25.  Key  each  answer. 

26.  Review  and  revise  tabulation  plan. 

27.  Insure  criticism  of  schedules  and  questions. 

28.  Record  each  fact  separately. 

29.  Avoid  averages. 

30.  Keep  and  check  current  working  papers. 

31.  Have  conference  of  investigators. 

32.  Have  frequent  conferences  of  survey  staff. 

33.  Have  question  and  suggestion  slips  for  staff. 

34.  Supervise  survey  details  in  progress. 

35.  Record  cumulatively  errors  and  omissions. 

36.  Budget  publicity  plans. 

37.  Avoid  cooperation  that  restricts. 

38.  Submit  reports  to  surveyed  before  publishing. 

39.  Publish  if  at  all  in  small  doses. 

40.  Use  graphic  methods  wherever  possible. 

14.     Educational  Scapegoats 

Being  human,  colleges  attribute  difficulties  and  disap- 
pointments to  causes  beyond  their  own  control.  Each  col- 
lege has  its  favorite  causes  and  points  to  them  so  frequently 
that  they  become  scapegoats.  Sometimes  it  is  the  elective 
system;  or  again  the  relaxation  of  the  language  require- 
ments; or  the  so-called  practical  courses;  or  lenient  mark- 
ing or  low  entrance  requirements;  or  poor  high  schools; 
or  coeducation;  or  poor  home  background;  or  the  alleged 
mistaken  American  doctrine  that  every  person  is  entitled  to 
as  many  years  of  instruction  as  he  can  pay  for  or  sit 
through. 

Self -surveys  will  profitably  ask  early  what  the  favorite 
scapegoats  are  of  the  faculty  and  officers.  The  list  of  scape- 
goats will  suggest  a  number  of  questions  which  can  be  an- 
swered by  analyzing  conditions  at  the  college.  Having 


All  the  World  Loves  a  Scapegoat  41 

eliminated  all  causes  for  disappointment  or  difficulty  that 
are  college-born  and  are  therefore  correctable  by  college  ac- 
tion, surveyors  will  find  a  margin,  large  or  small,  of  out-of- 
college  scapegoats.  In  most  instances  college  policy  is  so 
completely  within  college  control  that  out-of -college  scape- 
goats will  give  little  trouble  after  college  scapegoats  have 
been  studied  and  divided  into  removable  and  non-removable 
obstructions  to  efficiency. 

For  Questions  or  Notes  by  the  Reader 


Ill 

RELATION  OF  TRUSTEES  TO  PRESIDENT  AND 

FACULTY 

15.     Self -Survey  by  Trustees 

THE  main  question  here  is  whether  trustees  ask  for 
and  secure  the  quantity  and  kind  of  information  that 
is  necessary  for  them  to  possess  if  they  are  to  act  for  the 
best  interest  of  their  college. 

That  the  only  good  trustee  is  the  blind  trustee  has  been 
believed  by  many  college  administrators  and  instructors. 
In  fact,  a  cult  has  been  growing,  under  the  chaperonage  of 
certain  large  foundations,  which  would  relegate  trustees  to 
three  tasks, —  raising  money,  selecting  carefully  an  execu- 
tive, and  leaving  the  college  management  to  him.  Another 
cult  has  sprung  up  from  within  faculties  which  would  take 
from  trustees  practically  all  functions  except  that  of  raising 
money. 

Surveyors  of  private  colleges  will  as  a  rule  not  be  com- 
missioned to  ask  questions  about  how  trustees  discharge 
their  duties  toward  president  and  faculty,  but  any  questions 
about  how  president  and  faculty  discharge  their  obligations 
toward  trustees  and  constituents  will  be  permissible  and  wel- 
come. For  personal  help  there  is  every  reason  why  trustees 
as  a  body  or  individually  should  see  that  these  questions  are 
answered.  In  fact,  one  of  the  principal  needs  of  American 
colleges  is  that  trustees  shall  begin  self-surveys  of  their 
own  efficiency. 

1.  Are  trustee  agreements  with  president  and  faculty 
specific    in    writing?     Yes.     No.     ? . . .     Are    the 
president's  understandings  with  faculty  submitted  to 
trustees  in  writing?     Y. . .     N. . .     ? . . . 

2.  Do  trustees  receive  a  calendar  far  enough  in  advance 
of  meetings  for  them  to  digest  it?     Y. . .     N... 
?... 

3.  Are  digests  of  reports  sent  to  trustees  in  advance  of 

42 


Trustees  Will  Self -Survey  Too  43 

meetings  when  they  are  to  be  considered  ?     Y . . . 
N...     ?... 

4.  Are    reports    to    trustees    condensed   and   graphic? 
Y...     N...     f...     President  Godfrey  of  Drexel 
Institute  makes  his  reports  via  crayon  talks,  using  a 
graph  instead  of  a  sentence  whenever  possible. 

5.  Are  the  other  elements  of  efficient  reporting  men- 
tioned   later   observed   by   the   president   and    fac- 
ulty when  presenting  facts  and  policies  to  trustees? 
Y. . .     N. . .     ? . . .     Or  are  they  given  "  only  what 
the  president  chooses  to  give  them  "  ?     Y . . .     N. . . 
f . . . 

6.  What  interim  reports  and  significant  information  as 
to  college  problems,  results,  and  successes  are  sent  to 
trustees  ? 

7.  In  what  ways  and  at  what  times  do  trustees  meet  the 
faculty,  especially  new  faculty  members?     Is  their 
talk  with  the  faculty  "  small  talk  of  a  patronizing 
sort  with  weak  attempts  at  humor  "?     Y . . .     N . . . 

8.  What  steps  are  taken  to  insure  a  sympathetic  under- 
standing of  classroom,  laboratory,  and  seminar  prob- 
lems by  trustees ;  e.g.,  in  what  ways  are  they  encour- 
aged to  see  faculty  members  at  work  with  students? 
Is  their  effort  limited  to  "  Back  up  the  president.  .  .  . 
The  king  can  do  no  wrong  "  ?     Y . . .     N . . . 

9.  How  easy  or  how  difficult  is  it  for  trustees  to  be  ig- 
norant of  or  to  misunderstand  the  attainment  of  fac- 
ulty members  in  productive  scholarship;  in  educa- 
tional leadership;  in  community  service;  in  influence 
upon  students? 

10.  Is  trustee  enthusiasm  loaded  with  understanding  and 
information  before  set  to  raising  funds?  Y... 
N...  ?...  Or  do  they  "get  information  about 
the  university  in  a  way  comparable  to  the  way  small 
boys  learn  about  sex  matters"?  Y. . .  N... 
?... 

For  state-supported  colleges  it  is  indispensable  that  such 
questions  be  asked  by  both  special  and  current  surveys. 


44       Self -Surveys  by  Colleges  and  Universities 

Uninformed  or  misinformed  regents  can  incalculably  injure 
student,  faculty,  and  taxpayer.  No  publicly  supported  uni- 
versity is  strong  enough  to  afford  regents  who  fail  to  ask 
questions,  to  require  answers,  and  to  hold  themselves  re- 
sponsible for  remembering  and  for  imparting  the  answers 
to  legislators  and  public. 

1 6.    National  Conventions  for  Trustees 

There  are  over  5000  trustees  of  colleges  and  universities 
in  this  country.  They  are  responsible  for  $800,000,000  of 
property  and  for  the  annual  expenditure  of  $120,000,000. 
What  is  more  to  the  point,  they  are  primarily  responsible 
for  the  way  higher  education  is  headed  and  for  the  use  of 
its  opportunity.  Yet  never  in  the  history  of  higher  educa- 
tion has  there  been  a  gathering  of  these  trustees  or  a  gather- 
ing to  which  trustees  have  been  invited,  nor  has  any  device 
been  worked  out  by  which  they  can  communicate  with  one 
another,  ask  questions,  and  exchange  experience. 

How  we  could  have  developed  innumerable  associations 
of  educators,  professional  men,  and  college  athletes  without 
having  found  a  niche  for  the  college  trustee  is  hard  to  under- 
stand. 

There  must  be  a  change.  The  need  for  it  has  been  felt 
for  some  time  and  is  now  being  expressed.  On  December 
22,  1916,  the  regents  of  the  University  of  Michigan  took  up 
formally  the  question  whether  they  should  extend  to  college 
trustees  and  university  regents  an  invitation  to  hold  a  first 
convention  at  Detroit.  Once  having  seriously  considered 
the  advantages  of  comparing  notes,  of  exchanging  ques- 
tions, of  cooperatively  studying  policies  involving  funds 
and  opportunities,  the  trustee  group  will  insist  upon  inde- 
pendent means  of  informing  itself. 

When  national  conventions  have  been  organized,  a  sur- 
veyor will  do  well  to  ask  how  many  and  how  often  the  re- 
gents of  any  college  surveyed  have  attended  national  con- 
ventions, and  what  steps  they  have  taken  to  see  that  their 
own  college  was  represented  by  problems  to  be  discussed 
and  questions  to  be  answered,  and  furthermore  what  steps 


Questions  or  Notes  45 

For  Questions  or  Notes  by  the  Reader 


46       Self -Surveys  by  Colleges  and  Universities 

they  have  taken  to  utilize  convention  proceedings  locally. 

Ex-President  Trottman  of  the  regents  of  the  University 
of  Wisconsin  has  for  years  urged  the  incongruity  of  the 
trustees'  status,  and  compares  it  to  the  unthinkable  situa- 
tion of  railroad  directors  shut  out  of  transportation  con- 
ventions. 

Of  a  national  convention  for  trustees,  President  Burton 
writes : 

"  I  am  particularly  interested  in  your  suggestion  of 
a  conference  of  the  regents  of  state  universities  and 
trustees  of  colleges.  Surely  there  is  genuine  occasion 
for  such  conferences.  I  imagine  it  would  stimulate 
the  interest  and  make  the  problems  of  educational  in- 
stitutions far  more  tangible  and  appealing  to  those  who 
are  responsible  for  our  institutions  if  they  came  to- 
gether and  discussed  the  problems." 

17.     College  Organization 

To  learn  who's  who  and  what's  what  about  a  college  the 
shortcut  is  to  secure  a  chart  showing  the  distribution  of 
powers  and  duties  and  the  interrelations  of  trustees  and  of- 
ficers. This  the  college  authorities  will  prepare.  Don't  pay 
surveyors  to  do  it.  Its  purpose  is  to  help  the  study,  not  to 
encumber  the  report. 

Except  so  far  as  legislatures  or  donors  have  prescribed 
distribution  of  powers  and  duties,  the  board  of  trustees  is 
legally  and  morally  responsible  to  society  for  the  working 
conditions  in  colleges.  If  there  is  confusion  or  conflict  of 
authority,  if  duties  and  powers  are  vague,  if  no  one  is  ever 
unevadably  accountable,  if  the  machinery  is  antiquated  and 
feeble,  the  trustees  are  at  fault.  Even  where  faculties  have 
inadvisedly  used  the  powers  vested  in  them,  the  fault  lies 
with  the  trustees. 

Several  different  forms  of  organization  are  found  which 
express  as  many  different  beliefs  about  centralization  and  de- 
centralization of  authority.  It  is  not  safe  for  surveyors  to 
be  dogmatic  about  forms  of  organization,  for  as  Pope  says, 


Trustees  Will  Study  Organization  47 

"  Whate'er  is  best  administered  is  best." 

If  Efficiency  says,  "  Elect  the  ablest  man  for  department 
chairman,"  Democracy  replies  via  President  Mezes,  "  The 
department  should  be  the  unit  and  the  chairman  only  a 
presiding  officer  and  spokesman." 

In  some  colleges  the  business  manager  should  be  re- 
sponsible to  the  president.  In  others  this  is  impossible  with- 
out changing  presidents,  which  may  not  be  desirable  yet. 
Here  the  deans  are  wisely  elected  by  their  faculties ;  there 
the  deans  are  chosen  by  presidents ;  elsewhere  the  deans  are 
best  chosen  by  trustees. 

One  dogmatic  statement,  however,  can  safely  be  made, — 
that  whatever  the  form  of  organization  or  the  distribution 
of  authority,  there  should  be  no  uncertainty  or  duplication 
of  accountability. 

1 8.     Written  Agreements  with  Faculty 

Much  unhappiness  in  college  circles  has  been  due  to  dif- 
fering recollections  of  verbal  agreements.  The  president 
or  dean  or  department  head  remembers  that  Professor  A 
was  promised  nothing  but  "  the  best  the  college  could  do." 
Professor  A  remembers  a  definite  promise  of  change  in 
rank,  increase  in  salary,  only  eight  hours  of  instruction, 
freedom  from  quizzes,  opportunity  for  research,  special  va- 
cations, etc. 

1.  With  respect  to  how  many  agreements  between  offi- 
cers and  faculty  has  your  college  been  making  written 
record  ? 

2.  Are  the  invitation  and  its  terms  in  writing?     Y. . . 
N... 

3.  Is  the  acceptance  in  writing?     Y. . .     N. . . 

4.  Are  subsequent  changes  of  terms  in  writing?     Y . . . 
N... 

5.  Which  officers  believe  that  written  agreements  would 
handicap  them  in  making  discriminations  between  ex- 


48       Self -Surveys  by  Colleges  and  Universities 

ceptional  ability  and  average  ability  or  exceptional 
desirability  and  average  desirability  ? 

There  have  been  college  officers  who  were  successful  in 
attracting  unusual  ability  to  their  colleges  which  would 
never  have  come  if  the  agreements  had  been  in  writing.  In 
other  words,  men  attracted  by  hopes,  inferences,  and  words 
open  to  double  construction,  would  not  have  been  attracted 
by  cold,  written,  unequivocal  agreements.  Whether  net 
benefit  can  result  from  such  misunderstandings  is  an  im- 
portant question,  especially  for  self -surveyors. 

For  the  University  of  Minnesota,  the  president's  office 
keeps  a  record  of  "  promises,  assurances  of  promotion,  or  of 
salary  increases." 

Pratt  Institute's  instructors  agree,  in  writing,  to  be  avail- 
able for  committee  work  or  "  for  any  work  in  connection 
with  the  social  life  or  activities  at  the  Institute."  More- 
over, faculty  members  "  are  expected  to  care  for  their  health 
and  take  such  recreation  as  is  necessary  for  its  preserva- 
tion." Service  is  by  the  year  and  instructors  may  be 
"  called  upon  any  time  during  vacations."  They  are  ex- 
pected to  be  present,  prepared  for  work,  at  least  one  week 
before  classes  open;  to  carry  a  minimum  of  not  less  than 
20  hours  a  week  in  classroom  work;  and  to  exceed  this  in 
cases  where  less  outside  preparation  is  required  "  than  it 
is  usual  to  expect  for  classroom  instruction."  Instructors 
must  teach  in  the  evening  classes  if  called  upon,  and  "  no 
instructor  giving  full  time  to  the  Institute  is  permitted  to 
engage  in  any  other  teaching  unless  by  special  agreement 
with  the  trustees."  The  Institute  promises  to  pay  one 
month's  salary  in  case  of  sickness,  during  which  it  may 
call  upon  the  instructor  to  pay  his  substitute.  After  one 
month  it  is  not  bound  to  pay  for  sick  leave. 

An  incipient  scandal  was  started  against  the  University 
of  Pennsylvania  in  1916  because  of  a  letter  written  by  the 
dean  of  the  Wharton  School,  which  required  that  all  faculty 
members  notify  the  dean  of  out-of -university  engagements. 
The  circular  sent  to  the  faculty  read  in  part : 


Outside  Work  by  Faculty  49 

"What  other  establishments,  private  or  public,  are 
you  connected  with  at  present  which  have  the  right  to 
a  portion  of  your  time  for  which  you  receive  fee,  sal- 
ary, or  honorarium  ? 

"  What  committee  or  commissions  of  a  public  nature 
are  you  connected  with  at  present,  with  or  without  re- 
muneration ? 

"  All  members  of  the  instruction  staff  are  requested 
to  understand  that  hereafter  no  relations  of  the  sort 
included  in  the  above  questions  shall  be  established, 
nor  shall  old  ones  be  renewed,  without  first  consulting 
with  the  dean,  in  order  that,  where  necessary,  the  ap- 
proval of  the  provost  or  trustees  may  be  requested." 

Morris  Llewellyn  Cooke  intimated  in  a  speech  at  Cleveland 
which  was  printed  broadcast  that  this  might  prove  a  muz- 
zling device  for  preventing  free  speech;  i.e.,  corporations 
might  thus  make  it  impossible  for  faculty  members  with  pro- 
gressive ideas  to  keep  the  speaking  engagements  or  the  com- 
mittee connections  necessary  to  promote  such  progressive 
ideas.  I  was  interviewed  by  a  Philadelphia  newspaper, 
which  told  me  after  I  had  stated  my  position  that  it  had  ex- 
pected a  different  position  from  the  following : 

The  Pennsylvania  order  was  not  limited  to  the  Wharton 
School.  On  the  contrary,  all  deans  united  in  issuing  it. 
Several  deans  imparted  the  information  orally  which  gave 
opportunity  for  discussion  and  promoted  understanding. 
It  seems  that  members  of  the  Pennsylvania  faculty  had  been 
accepting  regular  appointments  as  far  away  as  Baltimore 
and  New  York.  Some  had  broken  down  physically  for  no 
other  discoverable  reason  except  that  they  were  trying  to  do 
too  much.  The  university  naturally  felt  that  it  had  the  first 
claim  upon  instructors'  energy.  It  seemed  fairer  to  raise 
the  question  before  incompatible  and  too  exacting  engage- 
ments were  entered  into,  rather  than  wait  for  a  breakdown 
in  efficiency  and  health,  or  even  for  minor  evidences  of  in- 
jury suffered  because  of  energy  diverted  from  the  university 
to  other  obligations. 


50       Self -Surveys  by  Colleges  and  Universities 

So  far  as  anti-social  activities  of  faculty  members  are 
concerned,  it  is  obvious  that  the  public  will  be  protected  and 
not  injured  by  a  college  requirement  that  the  out-of -college 
activities  of  instructors  shall  be  matter  of  record  with  the 
college.  For  the  same  reason  that  when  accustoming  a 
horse  to  city  diversions  and  dangers  blinders  are  taken  off 
the  bridle,  it  is  safer  that  blinders  be  taken  off  one's  col- 
leagues and  the  public  with  regard  to  out-of -college  rela- 
tions of  instructors.  Infinitely  more  damage  will  result 
from  unfounded  suspicion  than  from  recorded  fact. 

Without  written  agreement  another  general  evil  will 
never  be  under  control ;  viz.,  absences  by  presidents,  deans, 
directors,  department  heads,  and  favored  instructors.  Be- 
cause regulations  and  agreements  do  not  specifically  charge 
the  college  officer  to  account  for  his  time,  neither  trustees 
nor  executive  officers  can  easily  interfere  when  absences  are 
overdone.  Not  knowing  how  much  officers  are  away  from 
duty,  colleges  of  course  cannot  estimate  what  absences  cost. 
Self -surveys  will  note  these  facts : 

1.  What  printed  regulations  say  about  the  number  of 
days  that  belong  to  the  college. 

2.  What  unwritten  or  written  understandings  exempt 
individuals  from  the  general  rules. 

3.  What  is  defined  as  absent  for  executive  officer  or  in- 
structor,—  whether  physical  absence  or  only  failure 
to  have  a  representative  in  charge  or  failure  to  have 
anticipated  absence  as  by  "  making  up  "  time. 

4.  How  absences  are  notified;  e.g.,  in  advance?   ...; 
by  request?  . . . ;  as  information?  . . .  ;  in  monthly  or 
weekly  report  ?   . . . ;  to  department  head  ?    . . .  ;  to 
dean?  . .,. 

5.  How  absences  are  summarized,  times,  duration,  ap- 
pointments missed  for  year,  semester,  department,  in- 
dividuals. 

6.  How  reasons  and  occasions  for  absence  are  sum- 
marized; i.e.,  departmental,  college,  by  assignment, 
by  request,  personal. 


Questions  or  Notes  51 

For  Questions  or  Notes  by  the  Reader 


52      Self -Surveys  by  Colleges  and  Universities 

7.     How  benefits  and  losses  from  absences  are  estimated 
and  reported. 

Whether  attempts  to  secure  such  information  will  stultify 
and  mortify  educators  can  be  told  only  after  attempts  have 
been  made.  There  is  reason  to  believe  that  academic  free- 
dom will  be  enhanced,  not  desecrated,  by  agreements  which 
require  all  officers  to  record  for  all  the  extent  and  causes 
of  absence. 

19.     By-laws  and  Laws 

College  trustees  not  only  make  their  own  laws  and  regula- 
tions, but  approve  or  reject  procedure  adopted  by  faculties 
for  themselves.  In  cases  where  it  is  not  practicable  for  sur- 
veyors to  catechize  or  criticize  the  governing  board,  it  may 
still  be  accepted  as  helpful  if  they  ask  the  governing  board 
to  join  with  them  in  reviewing  by-laws. 

The  University  of  Wisconsin  survey  took  up  the  by-laws 
and  laws  of  regents,  page  by  page.  In  the  hope  of  inter- 
esting regents  and  officers  in  thinking  over  each  step,  ques- 
tions were  submitted.  Oftentimes  a  governing  board  will 
meet  the  surveyor  on  common  ground  if  the  latter  instead 
of  giving  advice  asks  a  question ;  i.e.,  "  Page  59,  line  2 : 
Would  it  help  to  have  a  clause  added  to  the  effect  that  the 
regents'  report  be  audited  by  the  business  manager  as  to 
correctness  of  statistics?  " 

What  have  by-laws  and  other  rules  of  procedure  to  do 
with  helpful  surveys?  A  great  deal  more  than  appears  on 
the  surface.  In  colleges  as  well  as  in  states  many  ethical 
gains  are  accomplished  through  legislation.  Inherited  rules 
may  crystallize  action  unfavorable  to  elasticity  and  initia- 
tive. New  rules  may  foster  initiative  and  elasticity.  In 
many  colleges  present  procedure  divides  responsibility  where 
concentration  and  definite  location  are  desirable.  Ambigui- 
ties cause  little  trouble  until  some  important  issue  calls 
for  clearness.  Existing  organization  is  usually  defined  in 
existing  rules.  Where  surveyors  point  out  defects  in  or- 
ganization, recommend  changes  or  additions,  it  is  important 


Trustees  Will  Question  By-laws  53 

to  see  whether  the  rules  permit  changes  and  reflect  the  de- 
ficient organization. 

Other  questions,  particularly  for  self -surveyors,  include 
these : 

1.  Are  the  rules  printed  ?     Yes...     No... 

2.  Who  is  supposed  to  have  them? 

3.  Are  sections  reprinted  so  that  each  group  need  have 
only   those  parts  which  affect  its  actions?     Y. . . 
N. . . 

4.  Are   rules   consulted  by  legislative   bodies  ?     Y . . . 
N. . .     (I  once  heard  a  board  of  trustees  discuss  for 
an  hour  a  question  which  might  have  been  settled  in 
one  minute  if  they  had  consulted  their  own  regula- 
tions. ) 

5.  Are    there    dead-letter    regulations?    How    many? 
Which? 

6.  Do  the  financial  sections  specify  "  receipts  and  dis- 
bursements "  or  "  revenues  and  expenses  " ;  i.e.,  re- 
ceipts plus  accruals  and  expenditures  plus  accruals? 

7.  Do  the  rules  require  that  committees  of  trustees  and 
faculties  keep  minutes  ?    Y . . .    N . . .     ? . . .    Would 
it  help  to  require  that  all  minutes  record  at  least  the 
names  of  movers  and  seconders  of  motions  and  per- 
sons speaking  for  and  against  them? 

8.  Should  faculty  minutes  be  required  to  record  names 
of  persons  present? 

9.  When  referring  to  annual  reports,  should, rules  call 
for  classification  of  information;  i.e.,  instead  of  call- 
ing for  the  "number  of  instructors  and  students," 
should  they  call  for  the  number  of  instructors  of 
each  grade  and  number  of  students  in  each  group, 
such  as  lower  classmen,  upper  classmen,  graduates, 
and  special  students  in  each  department  ? 

10.  Is  an  outside  audit  required  of  financial  transactions 
and  accounts?     Y. . .     N... 

11.  Would  it  be  worth  while  to  require  an  outside  audit 
of  operation  reports  and  educational  statistics  ? 


54       Self -Surveys  by  Colleges  and  Universities 

12.  Should  requests  for  special  meetings  be  required  to 
state  the  purpose  for  which  the  meeting  is  called  and 
subject  or  subjects  to  be  considered,  together  with  a 
digest  of  the  facts  which  make  a  meeting  seem  neces- 
sary? 

13.  Would  it  help  secure  definite  service  from  trustees  if 
the  rules  included  among  their  duties  that  of  reading 
official  communications? 

14.  Do  colleges  need  regulations  which  require  separation 
of  salaries  for  instruction  from  salaries  for  research 
and  for  administration? 

15.  Should  regulations  stipulate  a  definite  minimum  num- 
ber of  hours  for  lecture  and  recitation,  and  an  equiva- 
lent number  for  laboratory  or  mixed  laboratory  and 
classroom  work,  with  provision  that  charges  be  made 
to  the  right  accounts? 

1 6.  When  mentioning  the  duty  of  the  president  to  make 
recommendations,  should  by-laws  require  that  facts 
be  submitted  upon  which  recommendations  are  based  ? 

17.  Instead  of  charging  a  president  or  dean  with  the  duty 
to  report  any  inefficiency  that  may  come  to  his  knowl- 
edge, should  by-laws  require  that  executive  officers 
make  the  investigations  necessary  to  ascertain  where, 
if  at  all,  there  is  inefficiency? 

1 8.  Is  the  line  of  responsibility  definite  so  that  sugges- 
tions and  facts  will  come  to  each  officer  through  re- 
sponsible subordinates ?     Y . . .     N. . .     ? . . . 

19.  Is  provision  made  for  receiving  complaints,  sugges- 
tions, and  criticisms,  including  anonymous  communi- 
cations?    Y . . .     N . . .     f . . . 

20.  Has  the  time  come  to  have  by-laws  specify  the  min- 
imum essentials  of  annual  reports,  if  for  no  other 
reason  than  to  charge  trustees  with  responsibility  for 
receiving  and  reading  such  minimum  essentials? 

20.     Investigations  for  Trustees 

In  the  early  days  of  the  University  of  Chicago,  one  of 
the  most  popular  songs  was  entitled,  The  Profs  Make  Stu- 


Investigations  for  Trustees  55 

dent  Customs  at  the  U.  of  C.  The  spirit  and  fact  of  this 
song  might  be  parodied  in  another  entitled,  The  Profs  Make 
Trustee  Reports  in  Universities.  Investigations  by  college 
trustees  too  often  result  in  investigations  for  trustees.  For 
example,  the  board  appoints  a  committee  to  investigate  the 
efficiency  of  instruction  for  under  classmen.  Seldom  does 
such  a  committee  make  its  own  investigation.  Instead  it 
calls  in  the  president  or  dean,  and  he  does  the  investigating ; 
drafts  a  tentative  report;  submits  it  to  trustees;  explains 
verbally  why  it  is  correct;  and  presto!  his  findings  become 
the  trustees'  report. 

Ought  this  to  be  so?  Will  it  always  be  so?  Surveys 
will  ask  rather :  Is  it  so?  What  can  be  done  about  it? 

When  investigating  for  trustees  —  and  they  are  in  effect 
doing  that  whenever  they  make  even  routine  reports  —  pres- 
ident and  faculty  either  obey  or  disobey  the  laws  of  scientific 
investigation.  Whichever  they  do,  surveyors  and  self -sur- 
veyors should  frankly  answer  questions  like  these : 

1.  Does  the  investigation  start  with  a  desire  to  know? 
Is  the  right  unit  of  inquiry  sought?     Is  the  count  ac- 
curate?    Are  comparisons  made?    Are  subtractions 
made  and  differences  reduced  to  comparable  fractions 
or   percentages?    Are   returns   classified  and   sum- 
marized ? 

2.  Is  the  general  question  for  investigation  broken  up 
into  its  various  elements? 

3.  Is  each  element  segregated  before  being  studied? 

4.  Is  the  whole  of  each  element  examined  or  only  a  part  ? 

5.  Are  all  the  essential  facts  about  an  element  examined 
or  only  a  few  ? 

6.  Are  facts  of  record  examined,  or  only  opinions  and 
guesses  ? 

7.  Are  the  facts  properly  classified  and  summaries  sub- 
mitted to  trustees  apart  from  recommendations  and 
as  the  basis  for  conclusions  and  recommendations  ? 

8.  Do  conclusions  square  with  the  facts  reported? 

9.  Are  the  findings  briefly  summarized? 


56       Self -Surveys  by  Colleges  and  Universities 

10.     Is  the  report  sent  to  trustees  for  perusal  before  the 
meeting  which  acts  upon  it? 

The  minutes  of  college  trustees  will  show  many  questions 
investigated  for  them  both  upon  their  initiative  and  in  ad- 
vance of  their  expression  of  interest.  As  more  adequate 
information  becomes  available,  the  number  of  subjects  in- 
vestigated for  trustees  will  greatly  increase,  especially  in 
colleges  where  trustees  are  helped  to  take  each  step  of  an 
investigation  rather  than  merely  to  accept  faculty  conclu- 
sions. 

Typical  of  important  questions  to  be  studied  everywhere 
is  this:  How  efficient  is  the  instruction  received  by  under 
classmen,  especially  first-year  students?  In  answering  it  a 
noticeable  difference  will  be  found  between  the  method  fol- 
lowed where  president  or  faculty  want  additional  instructors 
and  where  they  want  to  refute  criticisms  such  as  that  fresh- 
men are  taught  by  less  competent  instructors  and  see  too  lit- 
tle of  the  older,  stronger  men.  Obviously  the  information 
given  the  trustee  ought  not  to  depend  upon  the  motive  of 
those  who  investigate.  Obviously,  too,  a  procedure  like  the 
following  will  be  necessary : 

1.  The  total  registration  of  under  classmen  each  year 
in  each  class  will  be  given.     Whether  this  ought  to 
be  the  registration  is  not  the  question. 

2.  The  person  teaching  each  class  will  be  named  — 
again  a  question  of  fact,  not  of  ought  or  ought  not. 

3.  Registration  totals  will  be  redistributed  in  groups  ac- 
cording to  the  titles  of  instructors. 

4.  Because  titles  may  not  express  previous  teaching  ex- 
perience, the  registration  totals  must  be  redistributed 
further  according  to  previous  teaching  experience. 

5.  The  summary  will  state  what  percentage  of  the  total 
student  hours  for  each  of  the  two  years  under  study 
are  taught  by  instructors  in  each  of  the  title  groups 
and  in  each  of  the  experience  groups. 

6.  Because  thus  far  we  have  learned  the  facts  about 
under  classmen  only,  it  is  necessary  to  compare  these 


off  .»  L> 
ti&. 


RESIDENCE  OF  STUDENTS 

ENROLLED  IN 

UNIVERSITY   OF   WISCONSIN 
1914-1915 

LIVING  WITHIN  50  MILES 

OF  MADISON  1,770 

LIVING  WITHIN  75  MILES 

OF  MADISON  2,639 

LIVING  WITHIN  100  MILES 

OF  MADISON  2,961 

TOTAL  LIVING  IN  WIS- 
CONSIN 3.644 


University  of  Wisconsin  Survey  Report 

Show  graphically  whence  students  come 


Facts,  not  Opinions,  for  Trustees  57 

facts  with  similar  facts,  for  upper  classmen  to  see 
what  part  of  each  instructor's  time  and  each  in- 
structor group's  time  is  given  to  upper  classmen ;  what 
part  to  research  or  other  duties;  and  further  to  see 
what  part  of  the  instruction  and  contact  received  by 
upper  classmen  is  from  each  instructor  group. 

With  these  facts  in  hand  there  still  remains  the  most  fun- 
damental question  of  all:  Is  the  instruction  received  by 
under  classmen  efficient  ?  But  because  this  is  a  fundamental 
question  is  no  reason  why  trustees  should  not  have  an- 
swered for  them  definitely  the  question  which  starts  the  in- 
vestigation; viz.,  the  total  registration  of  under  classmen 
each  year  in  each  class. 

Annual  reports  are  beginning  to  reflect  the  highest  type 
of  scientific  research  by  college  officers.  For  example,  in- 
stead of  bewailing  the  poverty  which  compels  overcrowding, 
a  president  shows  how  many  hours  in  a  week  how  many  in- 
structors have  a  specified  excess  of  students.  Instead  of 
vaguely  protesting  against  untrue  claims  that  instructors  are 
underworked,  presidents  are  beginning  to  report  in  detail 
the  teaching  loads  and  extra-teaching  loads  of  faculty 
members. 

What  kind  of  supporting  information  trustees  received 
during  the  year  preceding  a  survey  or  self -survey  will  be 
found  a  productive  field  for  examination.  Among  investi- 
gations which  should  be  currently  made  by  and  for  trustees 
are  these:  Advance  steps  taken  during  the  year;  notable 
steps  taken  by  other  similar  institutions  and  not  yet  tried 
here;  benefits  obtained  from  conventions  attended;  tests 
used  and  with  what  result,  to  see  whether  the  college  is  ac- 
complishing what  it  aims  and  what  it  advertises  to  do. 

21.     Visitation  by  Alumni  and  Other  Visitors 

In  theory  trustees  are  official  visitors.  In  practice 
trustees  are  apt  to  confine  their  visits  to  the  offices  of  presi- 
dent and  deans  or  to  those  particular  segments  of  college 
machinery  for  which  they  have  committee  responsibility. 


58       Self -Surveys  by  Colleges  and  Universities 

Few  trustees  consider  themselves  visitors  with  a  roving 
commission  to  represent  patron,  student,  and  faculty.  In- 
stead they  come  to  feel  that  they  represent  the  management. 

To  insure  some  one's  seeing  the  college  "  as  ithers  see  it," 
many  colleges  have  arranged  for  semiofficial  visitors;  i.e.,  of- 
ficially invited  visitation  by  alumni  or  special  board.  The 
University  of  Wisconsin  has  such  official  board  of  visitors : 
one  third  appointed  by  the  alumni;  one  third  by  the  gov- 
ernor; one  third  by  the  regents.  In  a  short  time  official 
visitors  come  to  know  more  phases  of  an  institution  than  the 
trustees  whose  channels  of  information  are  practically  con- 
fined to  officers.  Whether  facts  and  suggestions  from  these 
quarters  are  welcomed  or  resented,  heeded  or  neglected,  by 
trustees  and  officers  is  an  important  survey  question. 

In  how  many  ways  an  official  board  may  be  helpful  is 
illustrated  by  a  list  prepared  by  Mr.  Lynn  S.  Pease,  alumnus 
and  lawyer,  for  Wisconsin's  governor  and  legislature  in 
1915,  when  a  central  board  of  education  was  being  debated: 

1.  A  course  of  practice  as  a  substantial  part  of  the  cur- 
riculum of  the  law  school. 

2.  Closer  relations  between  the  faculty  and  students. 

3.  More  attention,  in  the  employment  of  members  of 
the  faculty,  to  the  personal  equation  and  influence 
which  will  be  exerted  upon  the  students. 

4.  A  dean  of  men. 

5.  Cooperation  of  the  university  and  the  state  depart- 
ment of  education  with  school  principals  and  officers 
for  the  purpose  of  bridging  the  gap  between  high- 
school  work  and  university  work,  and  of  stimulating 
and  aiding  the  development  of  the  entire  public-school 
system. 

6.  The  adoption  of  a  system  similar  to  that  success- 
fully used  in  some  other  universities  for  faculty,  class, 
fraternity,  sorority,  and  club  student  advisers. 

7.  Instructional  ability  to  be  given  as  much  weight  as 
scholarship  in  selection  of  teaching  members  of  the 
faculty. 


Questions  for  Official  Visitors  59 

8.  Fraternity  and  sorority  rushing  and  initiation  con- 
trolled. 

9.  More  attention  to  the  physical  instruction  of  all  the 
students  and  less  to  the  effort  to  build  up  a  school 
of  instruction  in  athletics. 

10.  The  principle  of  probation  for  first  offenses  in  cases 
of  so-called  "  dishonesty  in  student  work  " ;  the  elim- 
ination of  the  penalty  of  suspension  of  work  and 
substitution  of  the  penalty  of  additional  work,  etc. 

11.  The  elimination  of  undesirable  pictures  and  reading 
matter  in  student  publications. 

12.  Student  questionnaire  issued.     (See  Exhibit  III.) 

13.  The  separation  of  the  men's  and  women's  athletic  ac- 
tivities and  more  attention  to  the  needs  of  the  women 
students. 

14.  Inefficiency  of  the  press  bulletins  shown. 

15.  Investigations  of  incompetent  or  otherwise  undesir- 
able members  of  the  faculty. 

1 6.  An  assistant  dean  of  women  urged. 

The  extension  of  central  boards  of  education  and  the  iso- 
lation of  trustees  make  it  increasingly  important  that  col- 
leges, especially  state-supported  institutions,  utilize  the  offi- 
cial visitor  to  the  utmost. 

Experience  in  other  fields  shows  that  official  visitors 
quickly  become  absorbed  in  the  vortex  of  official  acquaint- 
ance, unless  they  adopt  for  themselves  a  procedure  which 
will  answer  no  to  each  of  the  following  30  questions,  which 
incidentally  may  prove  equally  helpful  to  trustees  and  sur- 
veyors : 

1.  Have  they  stopped  asking  questions?     Y . . .     N. . . 
f. . .     As  soon  as  a  visitor  begins  to  answer  questions 
without  asking  them,  he  becomes  of  little  use  as  a  vis- 
itor. 

2.  Have  they  accepted  the  post  of  advocate  for  the  ad- 
ministration ?     Y...     N...     ?...     Visiting    is    a 
means  of  seeing  whether  the  administration  is  leaving 
undone  anything  which  students,  public,  and  govern- 
ing board  wish  or  need  to  have  done. 


60       Self-Surveys  by  Colleges  and  Universities 

3.  Are  they  doing  anything  which  administrative  offi- 
cers  ought   to   do?     Y. . .     N. . .      /.  . .     Visitors 
often  dissipate  energy  by  inconsequential  dabbling 
with  matters  that  administrative  officers  know  about, 
or  by  doing  poorly  what  administrative  officers  ought 
to  be  made  to  do  well  as  soon  as  it  becomes  obvious 
what  should  be  done. 

4.  Are  they  afraid  to  ask  questions  because  they  do  not 
know  the  answer? 

5.  Are  they  afraid  to  make  suggestions  for  fear  they 
will  prove  unsound  ?    A  suggestion  does  not  need  to 
be  one  hundred  per  cent  sound  in  order  to  be  helpful. 

6.  Do  they  stay  on  as  visitors  a  day  after  they  begin  to 
feel  like  insiders  rather  than  outsiders? 

7.  Do  they  fail  to  use  students  and  faculty  for  securing 
information?     Y. . .     N. . .     ? . . .     A  notable  con- 
tribution to  higher  education  was  made  by  the  Wis- 
consin board  of  visitors  when  they  asked  6000  stu- 
dents to  answer  questions  about  their  high-school  and 
university  experiences. 

8.  Do  they  jump  to  the  defensive  and  become  apologists 
the   minute    some    unofficial    visitor  —  student,    in- 
structor, editor,  business  man,  or  surveyor  —  points 
out  a  weakness  or  makes  a  suggestion?     Criticism 
and  suggestion  are  valuable  as  criticism  is  true  and 
suggestion  sound,  no  matter  what  their  source. 

9.  Do  they  forget  that  one  of  the  principal  duties  of  an 
intelligent  regent  is  to  be  an  efficient  inside  visitor? 
Their  reports  can  help  regents  see  this. 

10.  Do  they  keep  institutional  secrets  from  their  client, 
the  public,  Y . . .  N. . .   ? . . .,  or  board  of  trustees, 
Y...     N...     f. ..,  or  administrative  officers,  Y. .. 
N....    f...? 

11.  Do  they  suppress  the  truth  or  postpone  its  publica- 
tion for  fear  that  some  one  will  make  improper  use 
of  it?     Y...     N...     ?...     The  time  to  report  is 
when  visitors  secure  the  information.     The  office  of 
visitor  will  be  less  misused  if  now  and  then  an  un- 


Keeping  Visitors9  Eyes  Open  61 

timely  fact  escapes  than  if  visitors  try  to  decide  what 
is  the  right  time  to  report. 

12.  Do  they  fail  to  follow  up  any  fact,  complaint,  or  sug- 
gestion coming  from  student,  parent,  or  faculty  mem- 
ber? 

13.  Do   they   spoil   criticisms   or   recommendations   by 
"  mushy  "  introduction  and  conclusion  and  qualify- 
ing phrases?     Y. . .     N... 

14.  Do  they  fail  to  keep  complete  record  of  what  and 
whom  they  have  seen  and  of  the  facts  upon  which 
they  base  recommendations  ?     Y...     N...     ?... 

15.  Do  they  lament  the  fact  that  as  visitors  they  are  visit- 
ing and  reporting  officers  and  not  governors? 

1 6.  Do  they  fail  to  make  the  minority  of  a  visiting  com- 
mittee feel  comfortable  and  free  to  express  its  mi- 
nority opinion? 

17.  Do  they  fail  to  report  the  minority  opinion  together 
with  the  majority  opinion ?     Y...     N...     ?... 

1 8.  Do  they  suppress  a  criticism  or  suggestion  because 
only  a  minority  makes  it  ? 

19.  Do  they  specialize?     Visitors  are  most  effective  when 
they  are  general  practitioners.     There  may  be  divi- 
sion of  labor  without  specialization. 

20.  Do  they  desire  reappointment  ?     "  Once  a  visitor  al- 
ways a  visitor"  is  a  denial  of  the  very  purpose  of 
visiting.     Acquaintance  blunts  sensibilities,  displaces 
questions. 

21.  Do  they  fail  to  be  specific  in  praise  and  criticism? 
Y...     N...     ?... 

22.  Do  they  fail  to  keep  a  cumulative  list  of  questions 
that  have  been  asked  and  answered?     Y. . .     N... 
?... 

23.  Do  they  fail  to  keep  a  cumulative  calendar  of  prob- 
lems   that    need    future    attention?     Y...     N... 
?... 

24.  Do  they  fail  to  read  current  reports  of  faculty  min- 
utes and  of  college  officers  and  principal  student 
papers  ? 


62       Self-Surveys  by  Colleges  and  Universities 

25.  Are  they  disappointed  if  their  reports  are  considered 
disagreeable  at  first  and  if  attempt  is  made  to  smile 
away  their  facts  and  recommendations? 

26.  Do  they  allow  themselves  to  be  patronized  by  the  per- 
sons whose  work  they  are  to  observe  ?     Y . . .     N . . . 
?... 

27.  Do  they  let  college  officers  write  their  reports? 

28.  Do  they  fail  to  make  the  asking  of  questions  about 
other  colleges  an  important  part  of  visiting  their  own 
college?     Y...     N...     T... 

29.  Are  they  satisfied  with  general  explanations  or  gen- 
eral promises  in  answer  to  specific  criticisms?     Y. . . 
N...     ?... 

30.  Do  they  withdraw  attention  from  a  need  before  the 
right  steps  have  been  taken  to  remedy  the  defect  or 
supply  the  deficiency?     Y . . .     N. . .     ? ... 

22.     Granting  of  Honorary  Degrees 

This  will  strike  many  as  a  strange  subject  for  self -sur- 
veys. Yet  upon  analysis  it  will  be  found  to  have  an  im- 
portant bearing  upon  many  other  college  relations.  A  list 
of  persons  who  have  been  given  honorary  degrees  with  rea- 
sons announced  and  unannounced  will  raise  a  number  of 
questions : 

1.  How  many  when  honored  by  our  college  already  held 
honorary  degrees  from  other  colleges? 

2.  Has  our  college  formulated  minimum  essentials  of 
personality,   scholarly  distinction,   social  service  or 
service  to  the  college  which  will  establish  eligibility 
to  a  degree?     Y...     N...     ?... 

3.  Have  degrees  been  given  out  by  favor,  ...  by  acci- 
dent,   ...    or   by    comprehensive   educational   pro- 
gram ?  . . . 

4.  How  many  persons  are  there,  men  and  women,  be- 
longing to  the  constituency  of  this  college  whose  at- 
tainments exceed  the  minimum  for  eligibility? 

5.  Is  it  legitimate  for  a  college  to  use  its  degree-giving 


Tenure  —  Permanent  or  Limited?  63 

power  as  a  means  of  binding  such  eligible  persons 
to  its  program?     F. . .     N...     ?... 

A  college  president  was  asked  to  consider  granting  an 
honorary  degree  to  an  alumnus  who  had  rendered  distin- 
guished service  to  education.  Among  educators  his  name 
was  more  widely  and  favorably  known  than  that  of  any 
person  to  whom  this  college  had  ever  given  an  honorary 
degree  or  of  any  instructor.  Degrees  were  later  given  to 
several  former  instructors  as  testimonials  of  gratitude  for 
help  in  putting  this  college  on  a  firm  foundation.  Was  an 
opportunity  lost  when  the  college  failed  to  recognize  excep- 
tional work  for  education  by  one  of  its  own  products  ? 

23.     Tenure  of  Office 

Charting  college  offices  so  as  to  show  the  actual  past  ten- 
ure and  nominal  future  tenure  of  each  will  help  faculties 
consider  several  questions  that  are  beginning  to  assert  them- 
selves : 

1.  Should  presidents  and  deans  be  elected  for  life  sub- 
ject to  good  behavior  and  efficiency,  or  for  definite 
terms  up  to  seven  years? 

2.  Was  President  Nichol's  action  prophetic  when  he  re- 
tired from  Dartmouth's  presidency  after  seven  years 
on  the  ground  that  he  had  already  given  his  best,  and 
that  seven  years  of  a  new  man  would  do  more  for 
his  college  than  seven  more  years  of  him? 

3.  Where  terms  are  limited  —  to  three  or  five  or  seven 
years  —  will  it  often  be  better  for  presidents  or  deans 
or  trustees  to  succeed  themselves? 

4.  What  evidence  is  there  that  officers  seldom  rise  to 
new  heights  when  permanent  tenure  is  a  substitute  for 
limited  tenure? 

5.  Once  given  a  method  of  learning  whether  a  college 
would  be  better  off  without  than  with  an  instructor, 
what  percentage  of  instructors  would  be  willing  to 
remain  if  not  for  the  good  of  the  college? 


64       Self -Surveys  by  Colleges  and  Universities 

In  many  instances  instructors  are  separated  from  college 
positions  for  personal  or  financial  reasons  entirely  apart 
from  college  welfare.  A  list  of  faculty  changes  with  rea- 
sons for  each  will  show  how  far  curable  working  conditions, 
curable  financial  limitations,  or  curable  defects  of  organiza- 
tion and  personality  have  been  defeating  nominal  provisions 
for  permanent  or  extended  tenure  of  instructors  and  officers. 

Permanent  tenure  for  college  teachers  is  a  cardinal  tenet 
of  the  American  Association  of  College  Professors.  The 
same  movement  urges  rotation  for  departmental  chairmen 
and  is  beginning  to  wonder  if  permanent  tenure  for  deans 
and  presidents  may  not  perhaps  jeopardize  permanence  of 
tenure  and  academic  freedom  for  teachers.  In  1915  Illi- 
nois' efficiency  commission  recommended  three  years  for 
deans.  Many  colleges  feel  that  department  heads  ought  not 
to  have  more  than  two  years  unless  they  frankly  abandon 
the  pretense  of  representing  their  departments  and  accept 
the  role  of  sub-executive. 

The  best  tenure  for  any  college  can  best  be  learned  by 
studying  that  college's  situation  when  vacancies  next  occur. 
In  the  meantime,  holdover  or  inveterate  or  permanent  ex- 
ecutives may  well  help  their  faculties  ask  these  questions: 

1.  Are  departments  which  have  had  several  chairmen 
in  ten  years  more  vital,  initiative,  progressive,  dem- 
ocratic, than  other  departments  which  have  had  only 
one  or  two?     Y...     N...     ?... 

2.  Are  elected  chairmen  more  representative  of  their 
faculties  and  less  servile  to  dean  or  president  than 
appointed  chairmen?     Y...     N...     ?... 

3.  Are  ex  officio  or  inevitable  chairmen  —  i.e.,  where 
there  is  only  one  full  professor  —  less  progressive 
than  elected  chairmen?     Y . . .     N. . .     f . . . 

4.  Do  departments  feel  compelled  to  reelect  their  senior 
members  or  other  members  sensitive  because  of  self- 
conscious  weakness  or  of  fear  tnat  rotation  would 
mean  dissatisfaction?     Y . . .     N . . .     ? . . . 

5.  Does  a  new  dean  always  effect  improvements? 


Questions  or  Notes  65 

For  Questions  or  Notes  by  the  Reader 


66       Self -Surveys  by  Colleges  and  Universities 

6.  Does  a  dean  lose  in  scholarship  or  in  other  value  to  a 
college  as  his  term  is  prolonged?     If  so,  would  a 
shorter  term  be  fairer  to  him  ? 

7.  If  executive  terms  were  shortened,  would  successful 
executives  want  for  opportunities  either  as  executives 
or  as  instructors? 

24.     Provision  for  Pensioning  Professors 

Pension  literature  is  growing  by  leaps  and  bounds.  Ed- 
ucational journals  are  reflecting  new  interest.  Faculties 
are  discussing  pensions  as  never  before.  Basic  facts  will 
be  found  in  reports  of  the  Carnegie  Foundation  for  the 
Advancement  of  Teaching,  476  Fifth  Avenue,  New  York 
City.  For  freelance  criticism  faculties  may  well  continue  to 
look  to  Professor  J.  McKeen  Cattell,  editor  of  Science  and 
of  School  and  Society,  Garrison,  New  York. 

So  long  as  the  Carnegie  Foundation  seemed  under  the 
pension  load,  all  but  a  few  of  the  larger  colleges  delegated 
responsibility  for  pension  plans  to  that  foundation.  Now 
that  it  has  announced  its  inability  to  extend  its  provisions 
or  even  to  continue  them,  and  has  proposed  a  self -insurance 
plan  for  college  teachers,  it  behooves  the  beneficiaries  to 
do  their  own  thinking  and  to  scurry  about  for  alternatives. 
The  first  skirmish  in  1916  showed  that  private  insurance 
companies  could  underbid  the  Carnegie  Foundation's  phi- 
lanthropic terms  for  self -insurance. 

Whatever  plan  may  be  finally  proved  soundest  for  college 
instructors,  it  will  help  the  profession  deal  intelligently  with 
this  question  if  every  college  compiles  for  its  own  group 
the  facts  as  to  ages  and  years  of  college  teaching.  In  ad- 
dition it  is  desirable  that  the  number  of  years  of  teaching 
in  institutions  below  college  rank  be  stated,  and  that  faculty 
cooperation  be  sought  to  secure  health  facts  and  family 
facts  for  each  instructor. 

State-supported  institutions  may  find  it  to  their  advantage 
to  pool  their  facts  and  their  interest  with  those  of  teachers 
in  other  tax-supported  schools,  with  a  view  to  a  possible 
state  system  of  self -insurance  or  pension,  or  both. 


Pension  Questions  67 

Now  that  a  "  cooked  and  dried "  plan  under  the  su- 
zerainty of  a  great  foundation  is  no  longer  handed  to  the 
college  world,  several  new  elements  will  need  to  be  studied, 
particularly  the  advantages  of  combining  disability  features 
with  age  and  service  features  of  retirement  annuities. 

1.  If  college  teachers  are  to  contribute  toward  pension 
funds,  must  their  contributions  lapse  if  they  retire 
from  college  teaching,  or  may  they  regain  their  total 
contributions  plus   legitimate  interest?     New   York 
City's  new  pension  law,  1917,  provides  for  four  per 
cent  compound  interest  on  teachers*  contributions. 

2.  Will  colleges  make  contributions  compulsory? 

3.  If  not,  how  can  colleges  prevent  giving  to  non-sub- 
scribers salary  rates  fixed  by  the  necessities  of  sub- 
scribers ? 

4.  Will  colleges  build  up  independent  pension  or  retire- 
ment funds? 

5.  How  much  would  it  cost  each  college  to  retire  all 
instructors  who  in   fairness  to  themselves  and  to 
students  ought  to  be  retired  during  the  next  five 
years  ? 

25.     Academic  Vacations 

In  addition  to  learning  what  vacations  are  allowed  all 
instructors,  the  survey  should  ascertain  the  length  of  vaca- 
tions : 

1.  For  clerical  help  and  other  employees  detailed  to 
instruction  officers. 

2.  For  officers  and  employees  not  engaged  directly  in  in- 
struction. 

3.  For  administrative  officers,  such  as  president,  dean, 
department  head.     It   is  one  of  the  anomalies  of 
college  management  that  responsible  executives  have 
been  able  to  take  vacations  not  merely  of  the  same 
length,  but  during  the  same  period,  as  the  educational 
officers  whom  they  supervise. 

4.  For  instructors  who  work  during  the  summer;  i.e., 


68       Self -Surveys  by  Colleges  and  Universities 

does  it  rest  with  the  individual  instructor  to  teach 
all  summer  if  he  wishes  or  does  the  college  insist 
upon  a  vacation?  Regardless  of  summer  teaching 
some  colleges  are  giving  a  sabbatical  year  or  a  half 
year,  not  as  a  favor,  but  as  part  of  the  instructor's 
salary.  Competition  will  ultimately  compel  all  but 
the  financially  weakest  colleges  to  make  such  pro- 
vision, unless  the  idea  of  permanent  tenure  is  abol- 
ished. 

5.  For  favored  faculty  members  or  exceptional  cases; 
i.e.,  are  faculty  members  excused  from  attending 
Commencement?  So  long  as  they  put  in  the  re- 
quired number  of  class  hours,  may  they  shorten  their 
year  two  weeks,  four  weeks,  ten  weeks  ? 

If  investigation  shows  what  practice  would  seem  to  prove, 
—  that  ablest  instructors  can  do  ablest  work  through  a  36 
or  40  week  year  and  at  the  same  time  do  surpassing  work 
through  a  6  weeks'  summer  session, —  colleges  will  begin 
to  consider  making  contracts  which  call  for  years  of  46 
or  48  weeks.  This  would  mean  summer  session  for  many 
more  colleges  and  radical  increases  in  the  number  of  per- 
sons reached  by  these  colleges. 

Miscellaneous  questions  like  these  must  now  be  asked 
not  only  for  each  college  but  for  each  college  worker  as 
well: 

1.  Where  did  the  idea  originate  that  a  college  year 
should  be  36  weeks,  and  the  college  man's  vacation 
1 6  weeks? 

2.  As  you  know  college  professors,  do  most  of  them 
have  more  or  less  than  16  weeks'  vacation? 

3.  What  justification  is  there  for  such  a  long  vacation? 

4.  Is  it  better  for  those  who  have  it  than  a  shorter 
vacation  would  be  ? 

5.  Are  books  written  in  vacation  time  ? 

6.  Is  work  kept  up  in  vacation  time? 

7.  What  proportion   of   those  having  long  vacations 
would  be  better  off  with  one  month  than  with  three  ? 


Challenging  Vacation  Customs  69 

8.  Are  there  too  many  vacations  during  the  school  year  ? 

9.  How  many  days  of  actual  work  has  your  college? 

10.  Would  education  be  better  off  without  the  breaks  at 
midyear  and  at  Easter  time  ? 

11.  Is  the  long  vacation  one  obstacle  to  higher  salaries  in 
educational  work? 

12.  Would  fewer  high-grade  men  and  women  go  into 
this  profession  if  the  summer  vacation  were  to  be 
4  weeks  instead  of  10  or  14? 

13.  Should  administrative  officers  either  take  shorter  vaca- 
tions or  take  them  at  some  other  time  than  when  the 
instruction  staff  is  on  vacation  ? 

14.  Is  summer  or  a  considerable  part  of  it  needed  by  ad- 
ministrative officers  for  reviewing  the  last  year's  work 
and  planning  the  next  year's  work  ? 

15.  Do  administrative  officers  —  president,  deans,  depart- 
ment heads,  directors  of  courses  —  have  time  now 
for  consecutive  study  and  planning? 

1 6.  Is  there  a  movement  in  your  locality  for  continuous 
school  work  or  for  a  year  of  4  quarters  with  4  weeks' 
vacation  ? 

17.  Do  you  consider  that  the  4  quarters  system  has  been 
a  success  where  tried? 

1 8.  Has  it  been  too  hard  for  instructors  or  for  students? 

19.  Do  students  benefit  from  the  long  vacations? 

20.  Would  the  average  student  do  any  more  work  in  48 
weeks  than  he  now  does  in  36  ? 

21.  Wherever  it  is  true  that  students  benefit  more  from 
vacation  than  from  schooling,  is  this  an  indictment 
of  the  schooling  rather  than  a  compliment  to  the  va- 
cation ? 

22.  Does  the  long  vacation  give  young  people  a  wrong 
sense  of  the  proportion  of  things  and  interfere  with 
discipline  of  schooling? 

23.  Would  it  be  better  to  have  the  vacations  more  evenly 
distributed  among  people  and  more  evenly  distributed 
among  the  weeks  of  the  year? 

24.  Does  it  miseducate  men  and  women  with  respect  to 


70       Self -Surveys  by  Colleges  and  Universities 

world  problems  and  their  possible  service  when  we 
inure  them  to  vacations  of  from  12  to  16  weeks  a 
year? 

25.  Should  all  other  students  excepting  those  who  are 
going  into  teaching  be  accustomed  at  college  to  the 
working  hours  and  the  working  year  of  the  outside 
world  ? 

26.     Outside  Audit  of  Operation  Reports 

Few  boards  of  trustees  are  now  willing  to  put  their  spend- 
ing officers  in  the  position  of  auditing  their  own  accounts. 
Sometimes  trustees  have  a  subcommittee  which  goes  over 
or  audits  the  bills ;  i.e.,  checks  money  in  against  money  out 
and  remaining.  The  thoroughness  of  this  audit  by  trustees 
varies.  It  is  to  be  feared  that  on  the  whole  a  board  of 
trustees  having  confidence  in  and  intimate  relations  with 
its  spending  officers  seldom  asks  the  kinds  of  question  that 
an  audit  should  ask. 

To  insure  an  impartial,  thoroughgoing  audit  it  is  becom- 
ing customary  for  colleges  to  employ  some  outsider,  gen- 
erally some  certified  public  accountant,  to  audit  the  accounts. 
Obviously  if  this  outsider  asks  no  further  questions  and 
uses  no  different  method  from  those  of  a  voluntary  com- 
mittee, his  survey  will  be  no  better  protection  than  the  less 
expensive  survey  of  a  voluntary  committee.  What  the  out- 
side auditor  is  expected  and  paid  to  do  should  be  a  matter 
of  written  instruction.  Whether  instructions  are  written 
and  definite  or  verbal  and  indefinite  surveyors  can  quickly 
learn. 

If  only  for  its  effect  upon  possible  givers,  the  exacting 
audit  will  prove  a  good  investment.  Whatever  ground  the 
auditor  covers  and  whatever  comparisons  he  makes  should 
be  made  part  of  his  written  or  printed  report.  To  say 
that  he  has  examined  the  accounts  and  cash  means  nothing 
unless  it  is  known  whether  or  not  he  has  checked  each 
bill  with  the  amount  paid  out  on  account  of  it,  counted 
the  cash,  and  verified  all  financial  totals  and  summaries. 
More  important  still  is  it  for  an  auditor  to  ask  whether  a 


Learning  to  garden  by  gardening 


Learning  to  survey  by  surveying 

Vacation  field  work  is  vacation  too 


California 


Outside  Audit  of  Annual  Reports  71 

businesslike  procedure  was  employed  in  incurring  obligations 
and  in  meeting  them. 

Once  in  a  great  while  a  college  treasurer  defaults  or  a 
secretary  loses  or  flagrantly  wastes  money.  Once  in  a 
great  while  unauthorized  bills  are  contracted  and  later  or- 
dered paid.  An  outside  audit  that  mentions  these  irregu- 
larities is  a  help.  The  great  danger  in  college  finances  is  not 
that  lies  will  be  told  about  finances  or  that  money  will  be 
stolen  or  lost.  There  are  two  graver  dangers;  i.e.,  that 
financial  reports  will  be  meaningless  and  that  educational 
operations  and  reports  will  be  inadequate  and  misleading. 
A  department  may  have  received  every  dollar  that  is  charged 
against  it  on  the  books.  An  audit  to  that  effect  is  worth 
something.  Whether  the  department  has  been  losing  stu- 
dents is  an  equally  important  fact.  For  a  college  to  under- 
state or  overstate  its  educational  service  is  a  far  more  serious 
matter  for  itself  and  for  society  than  for  it  to  charge  lead- 
pencil  cost  against  fuel. 

Two  ways  of  auditing  operation  reports  are  suggested. 
One,  that  a  representative  of  the  trustees,  whether  called 
business  manager  or  secretary,  or  any  one  else  responsible 
directly  to  the  trustees,  shall  review  all  statistics  and  other 
reports  of  educational  undertakings  and  certify  to  their  ade- 
quateness  and  correctness.  Secondly,  that  colleges  which 
do  not  employ  any  officer  directly  responsible  to  the  trustees 
shall  employ  an  outside  auditor  of  educational  reports  as 
they  are  beginning  to  employ  an  outside  auditor  of  financial 
accounts  and  reports. 

The  reason  for  not  asking  a  subordinate  to  audit  his 
superior's  accounts  is  obvious.  Assuming  that  he  felt  free 
to  point  out  any  inaccuracy,  overstatement,  or  misrepre- 
sentation by  his  superior  officer,  he  would,  in  many  instances, 
not  be  mentally  free  to  look  at  his  superior's  work  analyti- 
cally. For  example,  a  college  executive  once  wrote  that 
the  work  of  which  he  was  a  directing  head  added  a  million 
dollars  a  year  to  the  economic  wealth  of  his  state.  This, 
if  true,  obviously  added  tremendously  to  the  appealing 
power  of  his  work.  Upon  examination  it  developed  that 


72       Self -Surveys  by  Colleges  and  Universities 

the  figure,  one  million,  was  obtained  by  multiplying  200  by 
$500,  an  initial  error  of  $900,000;  that  the  $500  was  sheer 
assumption,  unsupported  by  any  evidence;  that  the  200 
should  have  been  63.  It  is  no  use  telling  a  subordinate  that 
he  ought  to  feel  perfectly  free  to  call  such  discrepancies 
to  the  attention  of  an  officer  having  power  of  life  or  death 
over  his  position.  It  is  unfair  to  put  a  subordinate  in  that 
position.  It  is  also  unfair  to  put  the  trustee  in  the  position 
of  receiving  an  unaudited  claim  of  this  kind.  It  is  not  un- 
fair to  have  an  independent  audit  by  an  insider  or  outsider 
directly  accountable,  not  to  those  who  make  the  report,  but 
to  those  for  whom  the  report  is  made. 

In  return  for  the  slight  cost  of  such  an  outside  audit  the 
college  will  obtain  two  direct  benefits:  a  survey  as  to  each 
year's  report,  and  a  current  procedure  with  respect  to 
making  operation  reports  which  will  guarantee  comprehen- 
sive self-analysis  throughout  the  year  by  all  the  officers  re- 
sponsible for  reporting.  No  officer  will  want  to  have  his 
report  sent  back  to  him  by  an  independent  auditor  for  cor- 
rection or  amplification.  Every  officer  will  strive  to  make 
his  reports  so  complete,  so  readable,  and  so  accurate,  and 
the  underlying  records  of  operation  so  trustworthy  and  com- 
plete, that  an  auditor's  report  will  be  as  simple  as  it  is  now 
with  respect  to  well-kept  financial  accounts. 

27.     Beauty  Making  and  Building 

There  is  probably  not  a  college  in  the  country  which  would 
not  like  an  endowed  chair  in  the  fine  arts.  A  mere  handful 
of  colleges  are  now  able  to  teach  about  beauty.  Every  col- 
lege is  able  to  practice  beauty-making  and  civic  art.  Such 
expression  of  love  for  beauty  in  college  surroundings  will 
incidentally  help  secure  the  endowed  chair  in  fine  arts. 
Colleges  should  not  leave  it  to  a  New  York  financier,  Mr. 
Otto  H.  Kahn,  to  say  convincingly:  It  is  very  far  from 
being  appreciated  as  yet  by  wealthy  men  that  art  can  be  as 
educational  as  universities. 

No  formal  instruction  in  fine  arts  can  offset  the  harm 
done  to  society  and  to  students  from  such  conditions  as 


Beauty  Making  and  Building  73 

these :  architectural  monstrosities  and  incongruities ;  unclean 
walks,  yards,  buildings,  and  rooms;  defaced  walls;  unclean 
air  in  classrooms ;  neglected  toilet  facilities ;  abused  shrubs, 
trees,  and  lawns ;  inartistic  photographs ;  discordant  colors ; 
inartistic  and  slovenly  publications  and  programs;  awk- 
ward handling  of  public  occasions,  such  as  assemblies,  etc. ; 
disrespectful  and  unesthetic  use  of  language  by  officers  in 
charge  of  meetings ;  unimaginative  language  in  official  pub- 
lications, such  as  catalogs  and  reports ;  failure  to  bring  out 
the  beauty  aspects  of  Greek  or  German  literature,  history, 
nature  study,  and  Bible. 

Building  "  from  hand  to  mouth  "  is  profligate.  Yet  few 
colleges,  needy  as  they  are  or  think  they  are,  have  budgeted 
their  building  needs  and  resources  say  for  ten  or  even  five 
years  ahead.  Even  repairs  are  in  very  few  cases  on  an 
actuarial  basis;  instead  of  estimating  a  percentage  for  re- 
pairs —  Miami  estimates  2%  —  which  if  spent  annually  will 
keep  buildings  in  repair,  too  many  colleges  put  off  repairing 
until  the  last  hour.  Of  course  they  are  always  in  disrepair 
and  always  too  late  to  be  economically  repaired. 

Unless  there  is  some  other  officer  besides  a  regent  or 
the  president  responsible  for  construction,  maintenance,  and 
repairs,  this  work  will  seldom  be  balanced,  consistent,  and 
provident.  Apparently  it  is  necessary  to  insure  that  some 
one  person  shall  take  a  professional  interest  in  this  service. 
This  is  entirely  compatible  with  a  line  of  responsibility  from 
building  superintendent  (a)  to  business  manager,  (b)  to 
president,  (c)  to  chairman  of  board's  committee,  (d)  to 
board. 

28.    Academic  Freedom 

There  is  no  little  concern  felt  throughout  the  country  for 
the  integrity  of  academic  freedom.  A  number  of  alleged 
persecutions  for  expressing  opinion  have  been  investigated 
by  the  American  Association  of  College  Professors.  The 
pendulum  has  swung  so  far  in  favor  of  freedom  that  there 
is  more  danger  at  present  from  academic  license  than  from 
interference  with  academic  freedom.  Particularly  is  there 


74      Self -Surveys  by  Colleges  and  Universities 

danger  of  interference  with  academic  trustees  when  trying 
even  to  find  the  minimum  facts  about  the  work  and  expendi- 
tures which  they  are  sponsoring. 

It  behooves  every  college  to  canvass  its  instructors  and  to 
secure  a  list  of  infractions  or  near  infractions,  or  of  con- 
ditions that  invite  infraction,  of  academic  freedom. 

1.  Do  you  know  any  college  professor  who  wants  and 
is  able  to  teach  something  he  is  not  allowed  to  teach  ? 
In  how  many  of  these  cases  does  the  prohibition  come 
from  trustees  rather  than  from  faculty  colleagues  or 
college  president? 

2.  If  the  university  president  and  dean  "  put  the  kibosh  " 
on  a  course  in  Socialism  the  year  when  the  legislature 
meets,  would  you  call  this  interference  with  academic 
freedom  by  the  legislature? 

3.  Who  thinks  that  college  instructors  should  be  free 
from  criticism  for  inefficiency,  or  even  for  clumsiness, 
tactlessness,  indiscreet  or  confusion-causing  speech? 

4.  Do  you  agree  with  a  certain  noted  dean  who  says: 
"  Our  university  insists  upon  academic  freedom  but 
we  do  not  expect  any  instructor  to  act  like  a  damn 
fool?" 

5.  Can  a  man  be  academically  free  who  has  no  personal 
courage;  who  makes  up  his  mind  without  evidence; 
who  is  so  anxious  for  preferment  that  he  suppresses 
opinion  known  not  to  be  pleasing  to  his  superior 
officer ;  who  is  never  asked  to  make  suggestions ;  who 
sees  that  college  questions  are  dealt  with  on  the  basis 
of  personalities? 

6.  What  is  interfering  most  with  academic  freedom  in 
this  country, —  trustees,  governors,  legislatures,  ad- 
ministrative officers,  faculty  sentiment,  personal  am- 
bition, lack  of  ambition,  lack  of  personality,  greed  for 
preferment,  distant  educational  leaders,  educational 
foundations?     Does  not  the  press  discussion  of  Co- 
lumbia's proposed  investigation  of  faculty  opinion  in 
1917  prove  that  independence  of  speech  is  strongly 
buttressed  even  against  trustees? 


Academic  Freedom  Tests  75 

7.  In  how  many  colleges  will  it  promote  academic  free- 
dom to  have  selection,  preferment,  promotion,  or 
dismissal  depend  upon  faculty  action  rather  than  upon 
administrative  action  or  joint  administrative  and  de- 
partmental action? 

Practically  colleges  will  be  troubled  oftener  and  more 
sorely  by  what  outsiders  say  or  might  say  than  by  what 
faculty  members  wish  to  teach.  Columbia  University  with- 
draws an  invitation  to  Leo  Tolstoy's  son.  The  University 
of  Wisconsin  revokes  a  permit  for  a  "  Socialist "  to  address 
the  students.  Repression  has  made  friends  for  Count  Tol- 
stoy's "  radicalism  "  and  for  "  Socialism."  A  free  rein 
might  have  frightened  prospective  donors  or  parents.  Will 
colleges  survey  measurable  results  of  local  freedom  and  re- 
striction before  formulating  any  other  policy  but  untram- 
meled  discussion  ? 

29.     Endowments,  State  Aids,  and  Salary  Levels 

However  active  presidents  may  be  in  promoting  cam- 
paigns for  large  endowments  or  large  state  aid,  the  trustees 
are  responsible  for  the  size  of  program  to  be  financed.  Pro- 
jection as  well  as  conservation  may  legitimately  be  expected 
of  the  efficient  trustee.  If  it  has  been  easier  to  interest  trus- 
tees in  the  need  for  new  buildings,  larger  campuses,  and  addi- 
tions to  program  than  in  higher  salary  levels,  it  is  only  fair 
to  trustees  to  recall  that  the  need  for  higher  salary  levels  has 
also  been  harder  for  educational  leaders  to  see  clearly. 

Harvard  alumni  are  campaigning  for  a  $10,000,000  en- 
dowment to  increase  salaries.  Princeton  is  asking  for 
$2,500,000  merely  to  maintain  the  teaching  force  at  the 
present  point  of  efficiency ;  i.e.,  to  meet  partially  the  increased 
cost  of  living.  This  adds  nothing  to  the  actual  salary  level. 
Similar  appeals  are  being  made  everywhere,  but  usually  on 
the  plea  of  meeting  the  increased  living  costs  rather  than 
of  meeting  the  need  for  higher  quality  of  service. 

Questions  regarding  salary  levels  are  discussed  on  pages 
172  ff.  under  Faculty  Government,  because  the  initial  steps 


76       Self -Surveys  by  Colleges  and  Universities 

in  this  campaign  will  be  taken  by  instructors  themselves. 
Proving  that  service  is  worth  more  is  a  legitimate  duty  of 
servers.  Finding  increased  funds  for  better  service  is  the 
unevadable  duty  of  those  served;  i.e.,  regents  and  trustees 
representing  the  community. 

That  salary  levels  for  college  instruction  are  not  what  they 
are  —  some  say  high,  others  say  low  —  because  of  limited 
endowments  is  proved  by  the  fact  that  our  great  state  univer- 
sities and  normal  schools  have  unlimited  endowments,  i.e., 
the  taxing  power  of  rich  commonwealths.  When  taxpayers 
see  that  college  salaries  should  be  higher,  necessary  funds 
will  be  voted.  How  shall  private  colleges  meet  this  compe- 
tition from  state  universities?  The  assumption  is  that  ad- 
ditional charges  can  be  met  only  out  of  additional  endow- 
ment. It  is  taken  for  granted  that  tuition  charges  are  about 
as  high  as  they  can  be.  Charges  ior  tuition  and  incidental 
fees  need  to  be  surveyed  by  trustees.  In  few  instances  are 
these  charges  fitted  either  to  the  value  of  the  service  or  to 
the  ability  of  students  to  pay.  Why  sons  of  multimillionaires 
should  pay  one  cent  less  than  it  costs  to  give  them  instruc- 
tion needs  better  explanation  than  that  higher  tuitions  would 
make  it  impossible  for  many  deserving  young  people  to  go 
to  college.  There  are  many  evidences  that  no  form  of  pau- 
perization does  more  harm  to  society  than  higher  education's 
method  of  giving  services  that  cost  $2000  for  tuitions  of 
from  $400  to  $1000.  Every  graduate  of  Yale  is  the  bene- 
ficiary of  material  relief  equal  to  material  relief  given  to  100 
average  families  by  city  relief  societies. 

These  questions  regents  will  profitably  answer: 

1.  What  is  the  total  annual  net  cost?     How  much  per 
student  registered  ?     How  much  per  student  hour  reg- 
istered ? 

2.  What  is  the  net  cost  per  register  ?     How  much  of  this 
cost  is  met  by  endowments  or  by  appropriation  ? 

3.  How  much  remains  each  year  to  be  met  by  special 
appeals  ? 

4.  How  much  more  would  be  needed  to  put  instructors' 


Tapping  Graduates'  Unearned  Increments       77 

salaries  on  a  level  which  would  take  care  of  the  in- 
creased cost  of  living  and  recognize  the  value  of  the 
instructors'  services  after  considering  value  of  instruc- 
tors, working  conditions  including  long  vacations,  op- 
portunities for  research,  etc.? 

5.  How  much  in  addition  to  present  receipts  and  endow- 
ments would  be  needed  annually  to  put  and  keep  the 
college  on  a  business  basis? 

6.  How  much  per  full  student  course  —  e.g.,  16  credits 
—  would  this  be  ? 

7.  What  reason  is  there  for  not  requiring  each  student  to 
pay  this  amount  either  in  (a)  cash  in  advance;  (b) 
cash  in  installments  during  college  course;  (c)  prom- 
issory note  to  be  paid  back  out  of  future  earnings  ? 

8.  If  temporarily  there  is  insuperable  objection  —  senti- 
mental, practical,  or  legal  —  against  charging  cost  to 
those  who  most  directly  benefit  from  it,  what  objection 
is  there  to  opening  a  fund  for  repayment  and  keeping 
the  presence  of  this  fund  constantly  before  alumni  as 
opportunity  in  all  cases,  and  as  duty  in  case  where  a 
student  can  afford  to  repay? 

The  last  two  questions  have  on  several  occasions  been 
answered  by  the  statement  that  higher  education  is  con- 
ducted, not  for  the  individual,  but  for  the  state,  and  that  one 
man  may  through  public  service,  a  mechanical  invention,  or 
business  efficiency  repay  the  state  a  hundred  f old  ^  for  main- 
taining a  university.  Of  course,  it  is  just  as  obvious  that  a 
contributor  to  social  welfare  who  has  never  gone  to  college 
is  also  worth  more  than  the  college  has  cost.  It  does  not 
follow  that  a  successful  doctor  or  lawyer  or  minister  should 
not  definitely  recognize  his  obligation  or  that  private  and 
state  colleges  should  not  provide  for  repayment. 

An  enormous  and  continually  growing  endowment  fund 
would  result  from  such  a  plan.  Because  those  who  can 
afford  to  pay  are  required  to  pay  is  no  reason  why  those 
who  cannot  afford  to  pay  should  not  be  exempted  after 
recorded  evidence  of  non-ability  to  pay.  Investigation  will 


78       Self -Surveys  by  Colleges  and  Universities 

show  that  conspicuous  service  to  society  is  by  no  means 
synonymous  with  non-reward  for  such  service ;  i.e.,  with  fi- 
nancial inability  to  pay  back  tuition  costs. 

In  considering  the  possibility  of  tremendously  increasing 
college  resources  by  tapping  the  unearned  increments  of  col- 
lege graduates  and  former  students,  it  should  not  be  forgot- 
ten that  elementary  and  high  school  graduates  in  every  other 
respect  except  in  ability  to  pay  the  equals,  if  not  the  su- 
periors, of  those  who  go  to  college  are  doubly  taxed,  first, 
by  being  deprived  of  opportunity  and  secondly  by  having  to 
help  support  their  more  fortunate  fellows  at  college. 

Every  scholarship  fund  has  been  convinced  that  something 
happens  to  the  student  when  he  makes  a  business  pledge  to 
pay  back  his  loan  for  college  expenses  that  seldom  happens 
if  those  expenses  are  presented  as  a  gift.  Perhaps  the  stu- 
dent mortality  would  be  lower  and  the  character  and  scholar- 
ship product  higher  if  every  man  or  woman  who  goes  to  col- 
lege were  made  to  feel  that  his  way  is  being  fully  paid. 

Yale's  alumni  had  up  to  1916  given  directly, — i.e.,  not 
counting  parents'  and  friends'  legacies, —  $1,600,000  to  the 
Yale  University  Fund  Association  which  was  organized 
"  so  that  no  graduate  need  feel  excluded  from  giving  because 
he  could  not  afford  to  gvue  largely" 

The  handling  of  endowments  is  too  often  unimaginative. 
Because  wildcat  speculation  is  questionable  financially  and 
morally  is  no  reason  why  colleges  should  hide  their  talents 
in  a  napkin  or  even  in  a  savings  bank.  It  is  often  much 
better  to  spend  an  unrestricted  legacy  in  doing  some  new 
service  that  will  win  new  friends  than  to  invest  it  at  four  or 
six  per  cent.  To  make  investments  in  living  students  more 
productive  than  in  savings-bank  accounts  requires  that  trus- 
tees be  watchful  in  testing  results.  Experience  proves  that 
endowments  are  more  apt  to  enervate  and  blind  than  to 
invigorate,  wherever  trustees  think  of  endowments  as  assets 
rather  than  as  obligations.  Therefore  it  is  important  that 
trustees  have  built  up  for  them  a  cumulative  list  of  services 
needed,  so  that  new  endowments  will  mean  more  service 
rather  than  less  work  for  the  same  service. 


i 


IV 

EXECUTIVE  AND  BUSINESS  EFFICIENCY 
30.     Efficiency  of  Administration 

N  every  college  there  are  certain  fields,  processes,  and  jobs 
that  are  called  administrative.  An  imaginary  line  like 
the  equator  is  drawn  between  administration  and  education. 
Faculties  appreciate  the  necessity  for  administration  but 
regret  its  frequent  intrusions. 

Whatever  any  college  group  calls  administration  it  will 
admit  is  subject  to  the  same  laws  and  tests  that  apply  to 
administration  elsewhere.  Within  this  narrow  field  the 
principle  of  so-called  scientific  management  will  therefore  be 
welcomed.  Ostensibly  the  self-surveyor  will  find  only 
whole-hearted  cooperation  when  asking  questions  about  the 
efficiency  of  routine  college  business.  Actually  it  will  be 
harder  in  many  colleges  to  deal  frankly  with  administrative 
processes  than  with  educational  processes,  for  the  very  rea- 
son that  any  shortcoming  on  the  business  side  is  without 
either  plausible  extenuation  or  scapegoat.  Nevertheless, 
quick  results  will  always  follow  a  detailed  survey  or  self- 
survey  of  college  administration.  Witness  the  notable  ad- 
vances —  so  welcome  after  they  are  made  —  by  new  presi- 
dents and  new  deans. 

As  in  every  other  business,  it  pays  to  start  the  entering 
wedges  with  simple  questions  about  which  there  is  practically 
no  difference  of  opinion  in  or  out  of  college. 

1.  Is  work  done  by  hand  which  should  be  done  by  ma- 
chines?    Y...     N...     ?... 

2.  Are  circular  letters  typed  several  times  when  one  typ- 
ing or  mimeographing  would  suffice?     Y . . .     N . . . 

¥... 

3.  Are  important  papers  tied  up  in  bundles  for  want  of 
filing  cases  ?     Y . . .     N . . .     ? . . . 

4.  Is  a  stenographer  employed  who  makes  so  many  mis- 
takes and  forgets  so  much  that  she  reduces  the  ef- 

79 


8o       Self -Surveys  by  Colleges  and  Universities 

ficiency  of  president,  dean,  and  faculty,  besides  ac- 
tually costing  more  money  than  an  efficient  secretary  ? 
Y...  N...  ?... 

5.  Is  a  person  who  asks  the  name  of  a  professor  sent  a 
typewritten  letter  and  a  2OO-page  catalog?     Y... 
N...     ?... 

6.  Are  college  publications  piled  up  and  mailed  without 
inventory  or  check?     Y. . .     N. . .     ? . . . 

7.  Are  supposedly  self-supporting  dormitories  run  at  a 
heavy  loss?     Y. . .     %...     N...     ?... 

8.  Is  the  bookkeeping  obsolete  ?     Y...     N...     ? ... 

9.  Do  buildings  cost  too  much  per  cubic  foot  ?     Y . . . 
N...     f... 

10.     Is  the  college  living  and  acting  "  from  hand  to 
mouth,"  without  a  budget?     Y...     N...     ?... 

So  much  has  been  written  about  scientific  management 
and  business  efficiency  that  it  seems  inadvisable  for  this 
handbook  to  restate  for  colleges  all  the  earmarks  of  efficient 
handling  of  routine  business.  Instead  only  typical  high 
spots  will  be  discussed. 

The  General  Education  Board,  speaking  from  13  years' 
experience  with  college  appeals,  mentioned  the  following 
nine  evidences  that  college  management  has  been  neglected : 

1.  Inaccurate  financial  statistics. 

2.  Incomplete  financial  statistics. 

3.  Improper  bookkeeping. 

4.  Careless  trusteeship,  especially  of  permanent  funds. 

5.  Lack  of  annual  audit. 

6.  Misuse  of  financial  terms. 

7.  Funds  raised  for  endowment  used  to  meet  current  ex- 
penses. 

8.  Educational  and  non-educational  accounts  kept  with- 
out proper  distinctions. 

9.  Cost  for  separate  departments  not  kept  separately. 

A  handbook  on  methods  of  correcting  these  weaknesses  is 
being  prepared  by  that  board  for  free  distribution. 


CONSTRUCTION   OF 
ROJEir     MAINS 
8  INCH  AND  LARGER 


PAVING    PROGRESS 


PUBLIC  U8RASY  OR6AN1 Z AT10N 


HAS  JACKSWJ  A  HOU8IM6  PK08LEM 


*          CAUSES      OF 
I    MFANT   MORTALI 


These  two  illustrations  are  from  a  city  exhibit  at  Jackson,  Michigan, 
prepared  by  a  student  in  training  for  public  service 


To  compare  college  results  will  also  train  students 


Testing  Administration  81 

Numerous  aids  to  the  self-surveyor  will  be  found  in  Rec- 
ord Aids  in  College  Management,  compiled  of  the  best  sug- 
gestions received  from  54  colleges  and  universities  by  the 
Institute  for  Public  Service,  51  Chambers  Street,  New  York 
City. 

The  standard  for  college  management  is  as  a  rule  set  in 
the  president's  office.  If  this  office  is  unbusinesslike,  dila- 
tory, repetitious,  sporadic,  slovenly,  inaccurate,  evasive,  for- 
getful, inconsistent,  vindictive,  partisan,  prejudiced,  inhos- 
pitable, or  hectic,  many  or  all  of  these  attributes  will  be 
found  in  offices  of  business  agents,  deans,  and  department 
heads.  Whether  and  how  far  any  or  all  of  these  attributes 
are  expressed  in  administration  can  be  quickly  learned. 

President  McVey  of  North  Dakota  keeps  a  steering  chart 
before  him ;  viz.,  a  monthly  summary  showing  how  much  has 
been  spent  for  each  activity  thus  far  during  the  year  and 
how  much  remains.  A  similar  cumulative  chart  showing 
facts  about  students  will  keep  the  executive  aware  of  spe- 
cial needs.  President  Godfrey  of  Drexel  Institute  reports 
to  his  board,  probably  as  conservative  as  any  in  the  world, 
via  graphs.  President  Hughes  of  Miami  has  graphs  show- 
ing whither  recent  rates  of  growth  will  bring  the  university 
in  five  and  ten  years. 

In  many  colleges  the  president  is  away  so  much  that  the 
tone-maker-in-chief  may  be  either  the  dean  who  acts  as 
president  or  the  registrar. 

One  test  no  surveyor  except  the  president  himself  is  apt 
to  make;  viz.,  the  distribution  of  the  president's  year  (see 
page  87).  Yet  this  is  one  of  the  most  important  matters 
in  college  administration.  Budgeting  and  recording  the  time 
distribution  of  the  president  and  other  administrative  officers 
is  quite  as  essential  as  budgeting  and  recording  the  expendi- 
tures of  college  funds. 

31.     Efficiency  of  College  Executives 

Success  as  a  college  executive  seems  to  be  a  foundling. 
Experience  does  not  tell  what  kind  of  previous  experience 
as  student,  teacher,  or  other  worker  best  fits  a  man  for  col- 


82       Self -Surveys  by  Colleges  and  Universities 

lege  management.  Preachers  have  succeeded;  capitalists 
have  succeeded;  professors  have  succeeded.  Representa- 
tives of  each  class  have  failed.  It  really  matters  little  what 
an  executive  was  if  as  an  executive  he  "  fills  the  bill." 
There  is  no  safety  for  a  college  in  any  other  test  than  the 
scientific-management  test  of  an  executive  at  work. 

Among  the  minimum  evidences  of  prospective  success 
which  should  be  looked  for  in  every  college  administrator 
are  these: 

1.  An  open  mind. 

2.  An  analytical  mind. 

3.  Ability  to  learn  from  reading  as  well  as  from  hearing. 

4.  Inability  to  prevaricate. 

5.  Ability  to  get  results  by  cooperation  as  well  as  by 
direction;  i.e.,  divine  art  of  delegation. 

6.  Definite  knowledge  of  secondary  education  through 
contact  or  supervision  or  both. 

7.  Belief  in  the  utmost  possible  democracy  in  adminis- 
tration of  higher  education. 

8.  Five  years  as  supervisor  and  adviser  of  others'  work. 

In  addition  to  applying  minimum  essential  tests  for  every 
candidate  for  an  administrative  position  in  higher  education, 
competition  and  self-surveys  will  undoubtedly  lead  colleges 
to  look  for  qualifications  beyond  minimum  essentials  which 
will  recognize  degrees  and  qualities  of  experience  and  attain- 
ment. 

These  questions  need  thorough  consideration: 

1.  What  educational  qualifications  should  a  college  presi- 
dent have? 

2.  What  previous  experience  should  he  have  ? 

3.  What  personal  qualities  should  he  have? 

4.  Are  qualifications  the  same  for  all  presidents  or  do 
qualifications  differ  with  each  institution? 

5.  Should  the  work  to  be  done  be  clearly  formulated 
before  qualifications  are  enumerated? 

6.  Should  qualifications  be  listed  and  each  candidate 


Qualifications  of  College  Presidents  83 

compared  with  this  list,  or  should  trustees  be  guided 
by  their  general  impressions? 

7.  Where  general  impressions  rather  than  definite  speci- 
fications are  used,  is  there  a  probability  that  different 
regents  will  have  entirely  different  qualifications  in 
mind?     Or  emphasize  different  qualifications? 

8.  Is  there  any  danger  that  strong  candidates  will  be 
placed  at  a  disadvantage  by  substituting  definite  for 
general  tests  of  fitness? 

9.  Should  a  college  president  be  a  highly  educated  man  ? 

10.  Need  he  be  an  effective  public  speaker? 

11.  How  important  is  the  ability  to  get  money  from  leg- 
islators or  from  private  sources? 

12.  Should  the  president  be  a  good  mixer  with  his  fac- 
ulty? 

13.  Should  the  president  be  a  specialist? 

14.  For  your  own  college  would  you  concede  that  the 
following  are  minimum  essentials,  lacking  any  one  of 
which  no  person  would  be  eligible  to  the  presidency  ? 

a.  A  college  graduate. 

b.  Ten  years,  after  graduation,  of  experience  in 
the  relation  of  teacher,  whether  in  school  or 
profession  or  business. 

c.  Five  years'  experience  as  supervisor  and  tester 
of  others'  work. 

d.  Forceful  personality. 

e.  Pleasing  voice. 

f.  Directness. 

g.  Intellectual  independence. 

h.  Facility  in  and  love  for  contact  with  faculty 
and  student. 

i.  Belief  in  utmost  possible  democracy  in  the  ad- 
ministration of  higher  education. 

j.  Definite  knowledge  of  secondary  education 
through  contact  and  supervision. 

15.  How  would  you  distribute  100  points  among  the  fol- 
lowing qualifications  beyond  the  minimum  essentials 
either  in  degree  or  in  kind  ? 


84       Self -Surveys  by  Colleges  and  Universities 

a.  Postgraduate  work,  master's  degree,  doctor's 
degree,  or  equivalent. 

b.  Successful  specialization  in  research. 

c.  Popular  recognition  for  scholarship. 

d.  Ability  as  public  speaker. 

e.  Reputation  as  public  speaker. 

f.  Ability  to  secure  funds   from  legislators  or 
private  sources. 

g.  Additional  allowance  for  each  twenty  persons 
supervised. 

h.     Additional  allowance  for  each  college  or  school 
successfully  supervised. 

A  university  president  upon  request  for  his  view  regard- 
ing the  selection  of  president  made  the  following  statement: 

"  I  find  myself  pretty  much  in  agreement  with  what 
you  say,  but  I  do  not  agree  with  the  proposal  to  limit 
executive  service  to  five  or  seven  years.  I  find  some  of 
the  most  efficient  men  to  be  those  who  have  been  in  of- 
fice a  considerable  length  of  time.  A  man  in  a  uni- 
versity executive  office  can't  learn  the  problems  in  less 
than  three  years,  and  his  greatest  usefulness  comes 
after  that.  To  make  a  bald  statement  of  limit  on  serv- 
ice without  qualifications  is  to  give  over  your  usual  at- 
titude of  fairness.  The  job  is  too  difficult  and  too 
straining  to  make  it  worth  while  to  get  ready  for  it  on 
the  basis  you  propose.  In  my  opinion  what  is  needed 
is  greater  permanency  of  position  and  greater  careful- 
ness on  the  part  of  trustees  in  the  selection  of  men. 

"  As  near  as  one  can  get  at  it,  through  an  analysis  of 
the  selections  made  by  boards  of  trustees  in  the  last  five 
years  for  executive  posts  in  universities,  the  bases  of 
selection  can  be  placed  in  the  following  order : 

1.  Appearance  and  poise  in  public  gatherings. 

2.  Ability  to  speak. 

3.  Personality. 

4.  Orthodoxy  of  views,  ethical  and  economic. 


Questions  or  Notes  85 

For  Questions  or  Notes  by  the  Reader 


86       Self -Surveys  by  Colleges  and  Universities 

5.  Executive  ability. 

6.  Executive  experience. 

7.  Educational  experience. 

8.  Knowledge  of  educational  systems  and  methods. 

"  A  more  reasonable  basis  would  appear  to  be 

1.  Knowledge  of  and  experience  in  secondary  edu- 
cation. 

2.  Knowledge  of  and  experience  in  college  and  uni- 
versity education. 

3.  Personality. 

4.  Love  and  appreciation  of  democracy  and  what  it 
stands  for  in  education. 

5.  Experience  and  training  as  an  executive. 

6.  Ability  as  a  speaker." 

Dean  and  department  head  may  be  substituted  for  presi- 
dent in  most  of  the  questions  regarding  executives.  To- 
day's dean  is  to-morrow's  president.  To  the  overwhelm- 
ing majority  of  students  and  faculty  members  the  dean  is 
in  loco  presidentis.  Whether  deans  possess  the  above  eight 
minimum  essentials  and  the  qualities  in  questions  14  and  15 
each  dean  will  want  to  know  for  himself  and  each  trustee 
will  wisely  ask. 

Double  representation  is  expected  of  deans  and  depart- 
ment heads  —  they  represent  their  faculties  but  also  repre- 
sent the  management.  It  is  very  difficult  to  reflect  and  con- 
duct light  —  both  ways  at  one  time  and  impartially.  What- 
ever else  these  representative-executives  do,  they  must  "  get 
along  with  "  their  superior  officers.  Tests  of  their  efficiency 
in  representing  the  management  are  the  same  as  those  for 
other  executives.  The  main  problem  concerns  their  repre- 
sentation of  their  own  faculties  : 

I.  Are  deans  selected  by  presidents,  ...  by  trustees  with- 
out presidential  nomination,  ...  or  by  college  facul- 
ties . . .  ?  Are  they  selected  for  ability  as  executives 
...  or  as  representative  spokesmen  . . .  ?  For  their 
leadership  ...  or  their  lickspittling  . .  .  ? 


Deans  and  Department  Heads  87 

2.  Are  deans  responsible  to  trustees  directly  ...  or  only 
through  the  president  . . .  ? 

3.  In  what  respects  may  deans  speak  for  their  faculties 
without  first  referring  to  faculty  vote? 

4.  Has  the  faculty  right  of  recall  over  its  deans?     F. . . 
N... 

5.  Where  matters  are  common  to  all  faculties  or  di- 
visions, do  faculties  deal  with  president  and  trustees 
through  deans,  . . . ,  or  through  a  single  representative 
of  the  president,  . . .,  e.g.,  health  director  or  dean  of 
women  ? 

It  is  absence  of  such  questioning  which  has  produced 
the  condition  referred  to  by  a  college  professor  who  is  cele- 
brated for  his  contributions  to  educational  administration: 

"  So  many  of  these  college  leaders  impress  me  as 
having  been  ruined  by  executive  and  platform  work. 
They  never  read  and  have  done  no  thinking  for  many 
years." 

The  recent  election  of  H.  C.  Bumpus  to  Tufts'  presidency 
and  of  Marion  L.  Burton  to  Minnesota's  presidency  are  in-, 
dications  that  proved  administrative  competence  will  come  to 
vie  with  platform  competence  as  a  qualification  for  promo- 
tion in  academic  management. 

32.     President's  Working  Year  as  President 

Without  questioning  here  the  use  made  by  any  president 
of  any  part  of  his  time,  it  is  suggested  that  the  work  of  all 
other  persons  for  the  college  will  be  more  effective  if  each 
college  president  will  self-survey  one  year's  time  distri- 
bution under  the  following  heads: 

1.  To  educational  leadership. 

a.  Exclusively  in  the  interest  of  his  college. 

b.  In  the  interest  of  other  college  agencies,  per- 
sonal aggrandizement,  or  general  uplift. 

2.  To  educational  spokesmanship. 

a.     Exclusively  in  the  interest  of  his  college. 


88      Self -Surveys  by  Colleges  and  Universities 

b.     In  the  interest  of  other  agencies,  personal  ag- 
grandizement, or  general  uplift. 

3.  To  general  educational  advertising. 

a.  Exclusively  in  the  interest  of  his  college. 

b.  In  the  interest  of  other  agencies,  personal  ag- 
grandizement, or  general  uplift. 

4.  To  being  in  evidence  at  conventions  and  other  public 
meetings. 

a.  Exclusively  in  the  interest  of  his  college. 

b.  In  the  interest  of  other  agencies,  personal  ag- 
grandizement, or  general  uplift. 

5.  To  educational  begging. 

6.  To  educational  vacationing. 

7.  To  personal  conferences. 

a.  With  trustees. 

b.  With  faculty,  committees,  etc. 

c.  With  students. 

d.  With  others,  such  as  legislators,  visitors,  etc. 

8.  To  observing  instruction,  research,  field  tests,  etc. 

9.  To  administrative  work. 

a.  In  his  own  office. 

b.  At  official  meetings. 

c.  At  business  meetings  with  trustees,  commit- 
tees, etc. 

d.  At  faculty  meetings. 

e.  In  other  parts  of  the  college. 
10.     To  just  being  president. 

Another  group  of  facts  will  help  each  president  survey  his 
own  opportunities;  viz.,  time  given  as  president  or  as  scholar 
and  man  to  personal  study ;  recreation,  including  social  inter- 
course ;  business  and  family  affairs ;  etc. 

The  heading  "  Administrative  Work  "  needs  to  be  broken 
up  into  elements  and  questions: 

1.  How  much  does  the  president  do  which  a  clerk  or 
other  officer  might  better  be  doing? 

2.  Does  the  president  act  as  a  messenger  when  a  2-cent 
stamp  or  messenger  would  do  as  well  ?     Y. . .     N. . . 


President's  Preparedness  89 

3.  Does  he  insist  upon  having  everything  come  to  him 
in  writing  which  can  be  satisfactorily  and  economi- 
cally stated  . . . ,  or  does  he  permit  people  to  take  up 
his  time  telling  him  what  does  not  belong  to  him  or 
what  could  be  briefly  written  or  typed  . . .  ? 

4.  Has  he  a  current  record  of  unfinished  business  re- 
quiring his  attention?     Y. . .     N. . .     ? . . . 

5.  How  promptly  does  he  know  facts  about  registra- 
tion, space  assignments,  expenses? 

6.  Does  information  come  to  him  summarized  so  that 
he  can  see  at  a  glance  what  it  means,  . . . ,  or  must 
he  spend  his  time  analyzing  statements  to  dig  out  their 
meaning,    ...,  i.e.,  are  the  subtractions,  additions, 
percentages,  significant  facts,  and  recommendations 
prepared  to  conserve  his  energy  for  consideration  and 
discussion?     Y...     N...     ?... 

7.  Is    record    made    of    his   promises?     Y...     N... 

8.  Has   he   invited    suggestions   and    criticisms    Y. . . 
N. . .     ?. . .  and  provided  for  their  prompt  consid- 
eration and  reference  by  appropriate  officers?     Y. . . 
N...     ?... 

9.  Is  he  carrier  ...  or  carried  . . .  ? 

10.     Is  he  reached  by  evidence  ...  or  by  stratagem  . ...  ? 

33.    First  Faculty  Meeting  Each  Year 

One  of  the  best  tests  of  college  business,  particularly  of 
the  president's  part  in  administration,  is  what  happens  at 
the  first  faculty  meeting  of  the  year.  The  opportunity  is 
often  partially  or  entirely  lost  by  presidents  and  deans  for 
the  following  reasons : 

1.  Its  importance  has  not  been  appreciated  —  no  special 
preparation  is  made ;  unpreparedness  is  the  dominant 
note ;  standing  committees  are  not  ready  to  report ;  the 
president  is  not  ready  to  appoint  future  standing  com- 
mittees; machinery  creaks. 

2.  Last  year's  results  and  conditions  have  not  been  sum- 
marized in  advance  and  studied  for  presentation  at 
this  first  meeting. 


90      Self -Surveys  by  Colleges  and  Universities 

3.  This  year's  problems,  needs,  and  opportunities  have 
not  been  thought  out,  listed,  and  explained. 

4.  The  reciprocal  relations  of  faculty  with  president  and 
of  faculty  with  faculty  have  not  been  defined  so  as 
to  make  the  president  seem  an  integral  part  of  each 
man's  best  work;  therefore  he  speaks  as  stranger  to 
stranger. 

5.  The  student's  part  in  the  college  program  is  under- 
emphasized  or  too  indefinitely  treated. 

6.  Little,  if  any,  part  in  this  first  meeting  is  taken  by  the 
faculty  itself  —  in  preparing  for  it,  in  contributing 
to  it. 

7.  The  president  threshes  over  old  straw. 

8.  The  president  talks  about  inspiration  without  seeing 
that  only  team  work  can  be  inspirational  and  that 
what  fails  to  inspire  team  work  tends  to  disintegrate. 

9.  Too  many  members  stay  away, —  the  chilling  effect  is 
not  decreased  where  the  meeting  room  is  known  to 
be  too  small  for  all  faculty  members.     Non-attend- 
ance is  taken  to  mean,  and  does  mean,  non-interest. 

10.  The  president  has  been  too  little  in  evidence  prior  to 
the  meeting;  too  few  officers  and  members  are  con- 
scious when  they  come  of  being  in  step  with  him  and 
with  one  another. 

11.  The  meeting  comes  too  late  in  the  session.     Too  many 
bad  beginnings  have  been  made.     Registration  has 
been  without  spirit.     Advisers  have  not  enjoyed  their 
work.     Preparatory  meetings  of  advisers  have  not 

been  held.     Students  have  not  yet  met  together. 

12.  Educational  problems  common  to  all  are  sidetracked 
by  so-called  business  which  never  ought  to  be  brought 
before  a  whole  faculty  and  could  be  attended  to  by 
mimeographed  summaries.     The  minutes  of  the  last 
meeting  of  the  year  before  are  read  instead  of  a  sum- 
mary of  the  year's  lessons.     Perhaps  details  of  dis- 
cipline  cases   already   settled  are   laboriously   read 

aloud,  thus  furnishing  an  anticlimax. 


Presidential  Reports  Are  Symptoms  91 

In  a  particular  college  to  be  surveyed  the  minutes  of  this 
first  meeting  for  one  or  several  years  may  be  profitably  read 
and  a  meeting  attended.  If  the  surveyor  is  the  president 
himself,  it  will  be  easy  to  check  back, —  or  check  forward, 
—  to  compare  what  he  has  done  with  what  might  be  done. 

34.     President's  Report  —  Opportunity  and  Index 

Presidential  and  other  official  reports  are  apt  not  to  be 
included  in  special  surveys;  yet  they  contain  invaluable  in- 
dexes to  opportunities  for  increasing  efficiency. 

The  date  on  most  college  reports  is  itself  an  index  to 
serious  need.  With  few  exceptions  the  report  comes  too 
late  for  use  in  planning  the  succeeding  year's  work.  In 
other  words,  the  report  is  regarded  as  a  record  and  not  as 
a  guide  and  inspiration. 

Questions  that  the  self-surveyor  will  ask  include  these : 

1.  Does  the  president's  report  bear  evidence  of  current 
analysis  during  the  previous  year?     Y...     N... 

2.  Does  it   show  analysis  of  last  year's   summaries? 
Y...     N... 

3.  Are  lessons  from  last  year  condensed  and  applied  to 
next  year's  opportunities  ?     Y . . .     N . . . 

4.  Will  those  who  furnish  money  and  students  find  the 
report  readable  ?     Y . . .     N . . .     Does  it  come  out  in 
sections;  i.e.,  readable  doses,  . . .,  or  in  an  appalling 
volume  . . .  ? 

5.  Does  it  deal  as  frankly  with  mistakes  made,  short- 
comings discovered,  and  needs  recognized  as  it  does 
with  increased  numbers  and  need  for  gifts?     Y. . . 
N...     ?... 

6.  What  evidence  does  it  bear  that  the  president  has 
been  studying  general  educational  questions,  includ- 
ing the  experience  of  other  colleges  and  of  secondary 
and  elementary  schools? 

7.  What  evidence  is  there  that  the  president  and  staff 
have  been  analyzing  the  communities  which  their  col- 
lege principally  serves  ? 


92       Self -Surveys  by  Colleges  and  Universities 

8.     Is  the  report  one  which  will  help  other  educators  deal 
definitely  with  important  problems  ?     Y . . .     N . . . 

The  facts  conveyed  in  a  president's  report  are  more  im- 
portant than  his  interpretation.  For  some  time  to  come 
surveyors  will  helpfully  compare  reports  with  certain  min- 
imum essentials  that  are  needed  to  describe  the  work  of 
any  college,  so  that  trustees,  faculty,  and  other  colleges 
may  have  a  basis  for  independent  judgment  regarding  its 
stewardship.  With  few  exceptions  minimum  essentials 
should  be  stated  for  at  least  two  periods  —  the  year  reviewed 
and  the  preceding  year.  Oftentimes  the  fifth  year  preceding 
or  the  tenth  should  be  given,  in  order  to  disclose  tendencies. 
Wherever  more  than  one  year  is  compared,  it  will  help  read- 
ers of  reports  if  instead  of  printing  facts  for  the  earlier 
years  only  the  difference  between  each  year  and  the  year  re- 
viewed be  stated  both  in  amounts  and  percentages.  Seldom 
does  a  report's  audience  make  the  subtractions  necessary 
to  understand  a  comparison. 

What  item  in  the  following  tentative  list  of  minimum 
essentials  is  unnecessary  for  the  purpose  of  either  comparing 
a  president's  work  with  his  opportunities,  or  comparing  one 
college  with  another  ? 

Student  facts 

1.  Total  number  of  students  registered  in  all  depart- 
ments. 

a.  In  full  courses. 

b.  In  medium  courses. 

c.  In  short  courses. 

2.  Equivalent  of  full-course  students.     President  Pritch- 
ett  of  the  Carnegie  Foundation  once  wrote  to  a  uni- 
versity president  that  the  latter's  method  of  counting 
short-course  students  the  same  as  long-course  stu- 
dents reminded  him  of  a  Kansas  farmer  who  bought 
a  farm  with  "  thirty  head  of  stock."     Upon  analysis 
the  thirty  were  found  to  be  two  horses,  one  cow,  a 
pig,  and  twenty-six  hens ! 


Minimum  Essentials  for  Annual  Reports       93 

3.  The  number  of  students  registered  in  the  first  semes- 
ter only. 

4.  Number    registered   in   the   second   semester   only. 
President  Bumpus  of  Tufts  College  when  business 
manager  at  Wisconsin  showed  that  fifteen  per  cent 
ought  to  be  subtracted  from  the  usual  total  to  allow 
for  those  registering  only  one  semester. 

5.  Number  dropping  out  during  the  first  semester. 

6.  Number  dropping  out  at  the  end  of  the  first  semester. 

7.  Number  dropping  out  during  the  second  semester. 

8.  Comparison  of  present  number  of  sophomore,  jun- 
ior, and  senior  classes  with  their  freshmen  enroll- 
ment, showing  numbers  that  have  subsequently  en- 
rolled and  those  that  have  dropped  out.     These  fig- 
ures are  always  available  and  raise  helpful  questions 
about  the  holding  power  of  the  college  and  each  di- 
vision. 

9.  Reasons  for  dropping  out.     Whether  dropping  out  is 
justifiable  is  not  the  question.     Until  it  is  stated 
how  many  drop  out,  the  reasons  will  not  be  properly 
studied  and  higher  education's  responsibility  cannot  be 
determined. 

10.  Summary  of  what  was  done  to  anticipate  or  to  pre- 
vent dropping  out. 

11.  Number  taking  more  or  less  than  full  work  to  be 
stated  in  hours  of  work, —  twenty  or  over,  eighteen, 
nineteen,  sixteen  to  seventeen,  fourteen  to  fifteen, 
twelve  to  thirteen,  ten  to  eleven,  six  to  nine,  five  and 
less.     Whether  thinking  of  cost,  responsibility,  or  in- 
fluence, a  student  registering  for  six  or  twelve  hours 
ought  not  to  count  the  same  as  one  registering  for 
fourteen  or  eighteen  hours.     Publishing  facts   for 
each  year  will  show  how  many  exceptions  there  are 
to  the  rule  that  every  student  must  take  at  least  four- 
teen to  sixteen  hours. 

12.  Equivalent  of  full-time-course  registrations. 

13.  Number  receiving  credits  as  per  analysis  under  item 
n.     While  it  is  true  that  it  costs  as  much  to  work 


94       Self -Surveys  by  Colleges  and  Universities 

with  a  student  who  fails  as  with  one  who  passes,  it 
should  be  possible  to  compare  registrations  with  cred- 
its. For  college  managers  it  is  important  to  com- 
pare not  merely  totals  but  registrations  with  credits 
among  those  who  take  ten  hours,  eighteen  hours,  etc. 

14.  Equivalent  of  full  credits  received.     When  compared 
with  the  full  credits  registered  for,  this  will  show  a 
difference  that  will  require  examination  by  deans  and 
president  and  perhaps  by  regents. 

15.  Number  of  students  who  fail  in  one,  two,  five  sub- 
jects ;  in  two,  three,  five,  ten  credits. 

1 6.  Total  number  of  failures.     Here  one  student  failing 
in  three  subjects  would  be  counted  as  three  failures 
and  would  be  reason  for  three  different  investiga- 
tions. 

17.  Reasons  for  failures,  classified. 

1 8.  Summary  of  what  was  done  to  anticipate  and  to  pre- 
vent failures,  with  facts  about  grades  and  honors. 

Instructor  facts 

19.  Number  of  instructors  by  rank  who  meet  classes  in 
recitation,  quiz,  lecture,  or  laboratory  five  or  fewer 
hours  weekly;  six  hours;  seven  hours;  eight  hours; 
nine  to  ten  hours ;  eleven  to  twelve ;  thirteen  to  four- 
teen ;  etc.     This  information  will  be  welcomed  by  the 
faculty  and  will  help  secure  the  money  necessary  to 
prevent  overburdening  younger  faculty  members. 

20.  Number  of  new  instructors  of  each  rank,  with  brief 
summary  of  previous  educational  and  teaching  experi- 
ence. 

21.  Total  number  of  instructors  by  rank. 

22.  Total  number  of  credits  earned  by  students  for  each 
rank  of  instructor. 

Use-of-space  facts 

23.  Number  of  rooms  classified  according  to  use  —  reci- 
tation, laboratory,  lecture,  department  office,  show- 
ing number  of  hours  used  —  one  to  five ;  six  to  ten ; 


Minimum  Essentials  for  Annual  Reports       95 

eleven  to  fifteen,  etc.,  per  week;  similar  description 
of  other  properties  used,  partially  used,  not  used. 

Money  facts 

24.  Financial  report  which  will  give  all  the  information 
called  for  by  the  Carnegie  Foundation's  uniform  plan. 

25.  Add  to  the  Carnegie  Foundation's  plan  total  accruals, 
—  money  owed  and  not  yet  paid,  moneys  due  from 
others  and  not  yet  received.     Goods  used  this  year 
but  paid  for  in  preceding  years  should  be  charged 
against  this  year.     Goods  paid  for  during  the  year 
but  not  used  should  be  subtracted  in  statement  of 
cost  and  later  charged  to  the  year  when  used.     This 
applies  to  fuel,  supplies,  printing,  insurance,  and  to 
services  as  well  as  goods.     Finally  include  a  charge 
for  each  year's  share  of  permanent  plant  —  interest 
if  buildings  are  paid  for,  installments  if  payments  are 
made  during  the  year,  plus  a  proper  charge  for  de- 
preciation. 

26.  Cost  —  gross  and  net  —  per  credits  registered  for. 

27.  Cost  —  gross  and  net  —  for  credits  received. 

28.  Cost  —  gross  and  net  —  for  equivalent  of  students  re- 
ceiving full  credits.     Gross  cost  means  total  amount 
of  money  spent  in  giving  quantity  and  quality  of 
service  reported  upon,  regardless  of  where  the  money 
comes  from.     This  is  the  most  useful  comparison  of 
college  with  college.     Net  cost  is  a  misnomer  im- 
properly applied  by  colleges  to  net  outlay  above  re- 
ceipts from  students,  taxpayers,  donors,  and  invest- 
ments —  it  really  means  net  deficit. 

Miscellaneous  facts 

29.  Number  of  classes  and  number  of  instructors  visited 
by  president  and  deans. 

30.  Advance  steps  taken  —  educational  and  administra- 
tive. 

31.  Principal  lessons  learned. 

32.  Experiments  or  studies  under  way. 


96       Self -Surveys  by  Colleges  and  Universities 

33.  Needs  disclosed. 

34.  Questions  raised  and  not  yet  answered. 

35.  Recommendations  for  the  future. 

35.     Method  of  Appealing  and  Publicity 

Seldom  will  outside  surveyors  be  asked  to  report  upon 
the  appeals  and  publicity  by  which  a  college  secures  moral 
and  financial  support.  Wherever  a  publicly  supported  in- 
stitution is  studied  this  topic  cannot,  in  fairness  to  tax- 
payers and  students,  be  neglected.  Self -surveyors  will  find 
many  opportunities  here  to  be  of  prompt  and  provable  help 
to  their  college. 

During  one  year  it  was  my  privilege  to  receive  many  visits 
and  written  appeals  in  behalf  of  colleges.  For  colleges  and 
schools  requests  for  $55,000,000  were  reviewed.  Since 
then  I  have  read  numerous  appeals  and  every  published  re- 
port I  could  obtain.  The  most  striking  fact  about  this  col- 
lege publicity,  particularly  college  appealing,  is  its  indefinite- 
ness  and  its  amateurishness.  In  cases  where  foundation  dis- 
cipline has  compelled  definiteness  as  to  dollars,  there  often 
remains  indefiniteness  as  to  service,  and  an  appalling  ab- 
sence of  reason  for  giving  to  the  particular  institution  which 
appeals. 

How  those  of  us  who  studied  these  appeals  felt  at  the 
time  is  explained  by  the  following  excerpts  from  Modern 
Philanthropy : 

They  are  right  who  suggest  to  the  wealthy  that 
unlimited  service  can  be  rendered  if  only  funds  are 
provided.  One  year  apart  two  appeals  came  from  the 
same  institution.  The  first  reflected  incompetence, 
misunderstanding,  and  misstatements.  The  second 
mentioned  gifts  of  from  $5000  to  $25,000  from  some 
of  the  best-known  men  and  women  in  the  country. 
Thus,  with  no  change  whatever  on  the  inside,  the  in- 
competent of  yesterday  becomes  the  potential  competent 
and  influential  of  today. 

Appeals  for  colleges  show  colleges  not  only  as  they 


Eight  weeks  in  real  library  work 


Wisconsin  Library  School 


Learning  to  serve  by  serving  Wisconsin  Library  School 

Proof  of  vital  work  is  the  best  publicity 


Appealing  and  Publicity  97 

see  themselves  but  as  they  do  their  best  to  make  others 
see  them.  Perhaps  this  is  why  on  the  whole  appealing 
technique  is  less  efficient,  frankness  less  flagrant,  and 
definiteness  less  frequent  than  the  college  halo  would 
lead  one  to  expect.  The  next  generation  goes  to  col- 
lege ;  the  present  generation  pays  its  bills ;  but  the  last 
generation  makes  the  bequests,  gives  the  endowments, 
and  erects  the  buildings, —  at  least  if  the  wording  of 
appeals  is  a  true  index.  Conditions  of  survival  en- 
courage and  tempt  those  who  write  appeals  for  edu- 
cational institutions  to  use  the  general  language  of 
motive  and  message  rather  than  the  specifics  of  present- 
day  relations.  The  present  syllogism  reads :  "  Col- 
leges give  education.  Education  is  salvation.  Who 
helps  me  gives  salvation,  democracy,  and  freedom." 

Speaking  from  a  more  extensive  experience  as  receiver  of 
begging  letters,  President  Pritchett  of  the  Carnegie  Foun- 
dation wrote  to  us  of  them  as  follows : 

"  Many  institutions  I  regret  to  say  put  forth  claims 
which  are  wholly  fictitious  and  yet  which  are  put  into 
so  alluring  a  form  as  to  invite  public  sympathy  and 
support.  In  most  cases  this  is  not  done  from  any  in- 
tention to  deceive  but  generally  from  lack  of  knowl- 
edge of  the  real  educational  situation.  The  chance  of 
doing  harm  is  much  greater  than  the  chance  of  doing 
good  unless  the  giver  knows." 

For  whatever  field  appeals  are  made,  the  uninformed 
and  unquestioning  giver  fosters,  as  by  spontaneous  combus- 
tion, unin  forming,  insincere,  exaggerated  appeals.  Also, 
whether  we  speak  of  private  colleges  or  state  universities, 
the  questioning  public  which  uses  its  information  and  seeks 
more  information  will  secure  analyzed,  classified,  inform- 
ing statements  from  colleges  wishing  support. 

Mr.  A.  B.  Blank,  Professor  of  Ethics,  Blank  University, 
sent  in  his  card.  Questioning  developed  the  fact  that  he 
had  never  seen  this  university;  that  he  therefore  taught  no 


98       Self -Surveys  by  Colleges  and  Universities 

classes ;  and  that  the  title  professor  was  given  him  to  make 
it  easier  to  secure  access  to  possible  givers.  When  asked 
for  reasons  why  money  should  be  given  to  his  college  rather 
than  to  fifty  others,  it  developed  that  this  itinerant  appealer 
had  no  specific  reason  whatever  except  that  the  college 
needed  the  money  and  that  he  had  been  told  by  his  presi- 
dent that  a  public  man,  now  dead,  had  told  the  president 
that  if  this  man  had  not  died  he  would  have  been  interested 
in  that  college  because  one  of  his  railroads  ran  by  it! 
Reasons  given  by  state  universities  for  extensions  of  serv- 
ice or  salary  increases  are  often  quite  as  unconvincing  and 
not  infrequently  have  been  as  unfair  to  their  institutions. 

In  Modern  Philanthropy  I  listed  strong  and  weak  points 
in  appealing  and  publicity  as  gathered  from  6000  letters  of 
appeal  and  ten  years'  study  of  publicity  matter.  Self -sur- 
veyors may  find  it  useful  to  check  local  practices  against 
these  strong  and  weak  points. 

Three  standards  of  commercial  advertising  should  be  ap- 
plied to  college  appealing  and  advertising : 

1.  Is  it  where  people  will  see  it? 

2.  Is  it  written  so  that  people  will  read  it  ? 

3.  Does  it  tell  the  truth  so  that  people  will  believe  it? 

Perhaps  the  most  important  single  test  is  whether  pub- 
licity matter  features  concrete  facts.  The  reasons  for  edu- 
cation have  been  stated  over  and  over  again;  so  have  the 
reasons  for  the  existence  of  a  particular  institution.  Con- 
stituents upon  whom  a  college  has  a  claim  need  to  be  told, 
not  ancient  history,  not  educational  philosophy,  but  specific 
needs-not-yet-met  and  the  cost  of  meeting  these  needs. 

1.  How  much  publicity  is  paid  for  each  year? 

2.  Does  the  paid-for  publicity  take  the  form  of  paid 
advertisements,  bulletins,  or  other  printed  matter,  or 
is  publicity  achieved  by  paying  for  work  which  will 
occasion  comment  in  magazine  and  newspaper? 

3.  Are  clippings  kept  to  show  publicity  received  ?     Y. . . 
N ...     f...     Are  they  analyzed  to  show  how  much 


Surveying  Publicity  Methods  99 

direct  publicity  affects  the  college  constituency  and 
how  much  is  so  far  away  as  to  benefit  it  indirectly  if 
at  all?  Y...  N...  ?... 

4.  Whose  business  is  it  to  read  carefully  all  publicity 
matter;  to  secure  corrections  of  misstatements ;  to 
take  advantage  of  opportunities  to  give  information  ? 

5.  How  many  instructors  or  officers  are  retained  pri- 
marily for  their  publicity  value?     Is  there  a  paid 
publicity  agent?     Y. . .     N...     f... 

6.  Are  modern  publicity  standards  observed  in  prepar- 
ing the  catalog,  annual  reports,  and  other  formal 
statements?     Y...     N...     ?... 

7.  Are  students  of  English  and  journalism  given  train- 
ing via  preparation  of  college  publicity   for  local 
papers   Y...   N...    ?...;   for  their  home  papers 
Y. . .    N. . .    ? . . . ;  for  magazines  and  for  college 
publications?     Y. . .     N...     ?... 

8.  Is  the  mailing  list  carefully  classified  according  to  the 
different  interests  and  receptivities  of  each  constitu- 
ency?   Y...     N...     f... 

9.  Is  free  publicity  obtained  by  sending  news  to  state 
papers,   educational  journals,  and  the  college  page 
(Saturdays)    of    the    New    York    Evening    Post? 
Y...     N...     f... 

A  commendable  advertising  program  was  carried  out  by 
Adelphi  College  in  1912.  First  it  learned  for  itself  the 
total  number  of  girls  in  Brooklyn  and  Queens  who  were 
eligible  for  higher  education.  Then  it  compared  the  per- 
centage of  eligibles  in  Manhattan,  where  colleges  are  ac- 
cessible, with  the  percentage  in  Brooklyn  and  Queens,  where 
adequate  college  facilities  were  not  accessible.  Having  got- 
ten together  facts  about  possible  registration,  girls  denied 
college  opportunity,  cost,  etc.,  Adelphi  put  out  these  state- 
ments, one  at  a  time,  to  a  selected  mailing  list.  It  used 
postal  cards  instead  of  pamphlets.  Its  postal  cards  could 
be  quickly  read.  Not  too  much  was  written  at  a^  time 
for  understanding  and  retention.  Brooklyn  newspapers 
printed  these  items  as  news  and  commended  them  editori- 
ally. 


ioo     Self -Surveys  by  Colleges  and  Universities 

Perhaps  the  best  illustration  of  effective  appealing  was 
that  by  President  Harper  for  the  University  of  Chicago. 
At  convocations  he  never  failed  to  tell  two  sets  of  facts 
and  he  never  failed  to  make  these  facts  concrete.  First, 
he  listed  advance  steps  taken  by  this  new  university.  Sec- 
ondly, he  listed,  so  that  auditors  and  readers  could  not 
dodge  them,  several  opportunities  at  hand  for  taking  next 
steps  that  required  additional  money.  He  would  describe 
the  need  for  a  science  hall,  tell  a  place  on  the  campus  where 
it  ought  to  go,  and  close  his  appeal  with  words  charged 
with  humor  and  emotion :  "  Will  not  some  kind  friend 
fill  in  this  unsightly  gap  ?  " 

Advice  given  to  public-service  corporations  by  a  "con- 
sulting explainer,"  Mr.  Ivy  L.  Lee,  contains  trenchant  sug- 
gestions and  cautions  for  colleges:  An  elementary  requi- 
site of  any  sound  publicity  must  be  the  giving  of  the  best 
possible  service.  .  .  .  Sound  publicity  involves  the  adop- 
tion of  an  attitude  of  citizenship.  .  .  .  The  being  and  doing 
are  far  more  than  the  saying. 

36.     Analyzing  College  Constituency 

Occasionally  a  president  is  found  who  has  analyzed  the 
constituency  from  which  his  college  may  reasonably  expect 
students  and  funds  according  to  the  laws  of  scientific  ex- 
amination. 

Too  generally  "  all  people  look  alike  "  to  colleges,  a  pos- 
sible donor  just  like  a  probable  donor,  and  an  improbable 
student  just  like  a  probable  student.  The  consequence  is 
that  energy  is  wasted  in  trying  to  interest  those  who  are 
not  legitimate  constituents  and  opportunity  is  wasted  to  en- 
list those  who  "  rightfully  belong." 

All  persons  living  within  ioo  miles  of  the  only  college  in 
their  territory  are  natural  constituents  of  a  college.  Every 
other  college  that  enters  that  territory  by  even  ten  miles 
also  makes  inroads  upon  the  reasonable  constituency  of  stu- 
dents and  donors.  Even  when  a  college  is  alone  in  a  ter- 
ritory, it  must  recognize  that  many  of  its  natural  consti- 
tuents are  also  natural  constituents  of  other  colleges. 


Questions  or  Notes  TOT 

For  Questions  or  Notes  by  the  Reader 


Self -Surveys  by  Colleges  and  Universities 

Analysis  of  the  religious,  professional,  and  personal  ele- 
ments of  a  territory  which  is  the  geographical  constituent 
to  a  college  is  the  beginning  of  intelligent  and  frugal  adver- 
tising. Whether  catalogs  are  well  placed  or  misplaced; 
whether  high-school  teachers  and  pupils  have  repeated  rea- 
son to  know  of  facilities  offered  by  the  college  surveyed; 
whether  neighbors  with  funds  and  interest  to  give  are  kept 
informed  and  interested,  are  questions  which  surveys  can 
easily  answer. 

Every  alumnus  is  a  constituent,  whether  he  has  children 
or  not.  Every  sectarian  preparatory  school  is  a  constitu- 
ent: first  of  a  sectarian  school  of  the  same  denomination; 
secondly  of  competing  sectarian  colleges;  finally  of  non- 
sectarian  and  public  colleges.  Because  ministers  and  school 
superintendents  for  200  miles  around  are  apt  to  know  all 
boys  and  girls  who  are  the  subject  of  special  worry  by 
parents,  it  behooves  every  college  which  can  offer  special 
attention  —  e.g.,  supervised  study  —  to  such  boys  and  girls 
to  be  sure  that  its  offerings  are  understood  by  pastors  and 
superintendents  and  high-school  principals. 

Who  and  where  are  our  natural  constituents?  What 
have  we  done  to  understand  them  ?  What  have  we  done  to 
have  them  understand  us  ? 

37.     Method  of  Meeting  Criticism 

Once  I  collected  clippings  of  editorials  and  news  com- 
ments upon  a  proposal  of  great  potential  consequence  to 
education.  Surprised  at  the  predominance  of  criticism,  I 
went  to  the  persons  involved  with  suggestions  for  meeting 
misinformation  with  facts  and  facts  with  remedy.  When 
I  saw  that  their  own  clipping  service  had  preserved  only 
favorable  comments,  I  gave  up  hope  of  using  my  evidence, 
and  never  exhibited  my  tabulation  which  showed  that  eight 
out  of  ten  editorials  were  hostile. 

Many  colleges  keep  only  favorable  comments.  Yet  one 
unfavorable  criticism  is  more  important  for  Tomorrow  than 
a  dozen  bouquets. 

Within  the  family  it  is  worth  while  asking  how  the  col- 


Meeting  Criticism  —  Pique  or  Fact?         103 

lege  meets  criticism.  Does  it  frankly  admit  error  where 
error  exists,  or  does  it  equivocate  and  argue  and  confuse  the 
issue  ?  When  trustees  ask  for  reports  upon  criticisms  from 
within  or  without  the  faculty,  do  officers  or  faculty  com- 
mittees present  all  the  facts  impersonally  and  draw  conclu- 
sions which  square  with  the  facts? 

Every  time  that  a  college  employs  what  in  military  tactics 
is  called  divertissement,  it  loses  an  opportunity  to  make  and 
hold  friends.  In  addition  it  loses  spiritual  momentum  be- 
cause the  divertissement  operates  forever  after  to  reduce 
capacity  to  create  and  maintain  friendship  and  support  for 
the  college.  Tax-supported  colleges  least  of  all  can  afford 
to  leave  unsurveyed  their  method  of  meeting  criticisms. 

38.     Statistical  Organisation 

What  information  a  college  will  secure  depends  largely 
upon  the  ease  with  which  information  may  be  secured. 
This  in  turn  depends  largely  upon  the  extent  to  which  the 
central  office  relieves  the  instructional  force  of  responsi- 
bility for  statistics  and  reports.  How  far  and  in  what 
ways  the  central  office  of  any  college  is  making  it  easy  for 
instructors  to  supply  and  use  information  can  be  found  best 
by  surveying  the  statistical  organization  and  central-office 
methods. 

Among  essentials  of  a  proper  statistical  organization  are 
these : 

1.  The  central  office  will  ask  instructors  for  no  informa- 
tion which  the  central  office  might  have  at  hand. 

2.  It  will  not  ask  for  several  writings  of  the  same  fact ; 
i.e.,  it  will  keep  cumulative  records. 

3.  It  will  reduce  to  a  minimum  the  writing  that  must 
be  done ;  i.e.,  it  will  print  on  a  card  all  known  alter- 
natives including  different  degrees  (as  on  the  per- 
sonality chart,  page  257),  so  that  a  faculty  member 
or  other  officer  can  with  the  fewest  possible  marks 
supply  the  requested  information. 

4.  It  will  do  the  checking,  adding,  etc.,  centrally ;  and  to 


104     Self -Surveys  by  Colleges  and  Universities 

reduce  the  number  of  omissions  and  mistakes  will 
furnish  space  for  totals  up  and  down  and  from  left 
to  right  by  which  reporters  may  check  their  own 
results. 

5.  The  results  of  inquiries  will  be  furnished  promptly 
to  reporters,  so  that  they  will  think  about  statistical 
work  as  a  means  of  lightening  their  labors. 

6.  There  will  be  ample  files  of  a  modern  kind,  self-in- 
dexing, with  dead  files  for  reducing  the  number  of 
cards  or  papers  to  be  handled. 

7.  There  will  be  a  mimeographing  machine,  so  that  one 
typing  will  suffice  and  the  type  matter  be  clear. 

8.  For  all  routine  matters  there  will  be  printed  or  typed 
forms  that  will  reduce  clerical  work  to  a  minimum. 

9.  Files  and  indexes  and  supplies  will  be  placed  with  a 
view  to  economizing  energy  and  time  necessary  to 
use  them. 

10.  There  will  be  plenty  of  clerical  workers  necessary 
for  prompt  analysis  of  returns, —  an  excellent  op- 
portunity for  training  students. 

11.  There  will  be  adding  machines,  computing  scales, 
billing  machines,  window  envelopes;  large  universi- 
ties will  find  it  profitable  to  have  tabulating  machines, 
and   perhaps   addressographs,   and   addressing   and 
stamping  machines. 

12.  Approved  practices,  helpful  hints,  and  false-syntax 
lists  of  practices  to  be  avoided  will  be  codified  and 
circulated  for  the  purpose  of  giving  to  all  collabora- 
tors the  methods  of  the  most  efficient  collaborator. 

39.     Elimination  of  Students 

For  every  college  a  cumulative  record  is  needed  to  show 
students  eliminated : 

1.  From  applicants  for  admission. 

2.  From  freshmen  each  semester. 

3.  From  each  other  class,  each  semester. 

4.  From  applicants  for  each  advanced  degree. 


Study  of  Dropping  Out  105 

Harvard's  record  shows  courses  and  half  courses  taken  one 
or  two  semesters.  In  addition  to  numbers  eliminated  two 
sets  of  reasons  for  elimination  are  needed: 

1.  Reasons  assigned  by  instructors. 

2.  Reasons  assigned  by  students. 

Finally,  eliminations  should  again  be  grouped  to  distinguish 

1.  Those  due  to  college  initiative. 

2.  Those  due  to  student  initiative. 

3.  Those  due  to  parents' —  i.e.,  outside  —  initiative. 

If  such  records  exist,  surveyors  will  test  the  use  made  of 
them  for  testing  college  policy  and  method. 

Too  much  shame  or  pique  is  felt  by  many  colleges  be- 
cause of  elimination.  Too  seldom  is  it  recognized  that 
those  who  "  drop  out "  may  be  among  the  chief  assets. 
Unanalyzed  shame  is  just  as  unproductive  as  unanalyzed 
self-praise.  More  effort  to  learn  and  test  reasons  for  elim- 
ination will  lead  to  many  helpful  specific  discoveries. 

A  general  request  to  students  will  bring  general  and  often 
evasive  answers.  Specific  requests  bring  specific  answers. 
Carnegie  Institute  of  Technology  makes  it  easy  to  be  spe- 
cific by  listing  on  its  printed  form  the  following  possible 
reasons  and  leaving  space  for  others: 

Finances.  Removal  from  city. 

Ill  health  of  self.  Overtime  work. 

Ill  health  in  family.  Change  of  position. 

Dropped  for  scholarship.  Course  unsuited  to  needs. 

Dropped  for  conduct. 

President  H.  W.  Hurt  of  McKendree  writes  a  personal 
letter  to  students  who  fail  to  return  which  closes:  Write 
me  frankly  today  about  this  vital  matter  and  I  shall  treat 
your  letter  as  confidential  if  you  so  desire. 

For  involuntary  withdrawals  self -study  by  the  college  is 
needed : 

i.     Has  the  college  done  its  best  to  save  this  tuition 


io6     Self -Surveys  by  Colleges  and  Universities 

payer?     How  much  does  it  lose  each  year  in  tui- 
tions ? 

2.  How  much  does  it  waste  each  year  on  students  who 
ought  not  to  have  been  admitted  ? 

3.  How  has  it  studied  the  drain  upon  successful  stu- 
dents and  upon  faculty  of  those  who  fail  and  the 
almost- failed  ? 

4.  Is  there  supervised  study  (as  at  Miami)  for  those 
who  show  they  need  it?     Y. . .     N . . .     ? . . . 

5.  Are    first-semester    failures    given    another    chance 
under  special  investigation  for  causes  and  required  to 
take  supervised  study  without  credit   (as  proposed 
for  Northwestern,  page  284)  ?     Y. . .     N . . .     f. . . 

6.  Are  students  involuntarily  eliminated  given  timely 
and  specific  warning?     Y. . .     N. ..     ? . . .     What? 
With  what  other  help  than  warning? 

7.  What  method  is  used  to  test  the  instructor's  reasons  ? 

8.  How  are  "  dropped  out "  students  followed  up  and 
the  college  investment  realized  upon?     Do  records 
show  which  went  to  other  colleges  and  which  treasure 
their  college  memories  and  training?     Y. . .     N . . . 
?... 

40.     The  Business  Manager 

Is  there  a  business  manager?  is  the  first  question.  The 
second  is,  If  there  is  a  business  manager,  is  it  the  president, 
an  instructor,  or  a  full-time  business  agent?  The  third 
question  is,  To  whom  is  the  business  manager  responsible 
—  the  president  or  board  of  trustees  or  both? 

In  testing  the  efficiency  of  a  manager  the  determining 
questions  are  those  which  relate  to  results.  A  business 
manager  may  have  a  charming  personality  and  executive 
ability,  and  may  be  employing  methods  which  on  paper  in- 
dicate efficiency,  and  still  his  results  be  unsatisfactory. 

Seldom  will  a  self-survey  or  other  survey  be  able  to  make 
a  thoroughgoing  study  of  management  results.  They  can, 
however,  take  sample  results  as  to  promptness,  prices,  plan- 
ning, etc.  They  can  make  thorough  studies  of  methods  and 


Questions  or  Notes  107 

For  Questions  or  Notes  by  the  Reader 


io8     Self -Surveys  by  Colleges  and  Universities 

procedure.  If  coal  is  bought  by  the  ton  rather  than  by  the 
heat  units,  it  is  not  necessary  to  ask  a  number  of  questions 
as  to  waste  of  money.  If  the  weights  of  coal  bought  by 
the  ton  are  not  checked,  it  is  not  necessary  to  prove  that  the 
college  is  the  loser.  If  the  business  agent  is  without  power 
to  prescribe  the  blanks  on  which  educational  officers  make 
requisitions  for  supplies,  it  is  not  necessary  to  prove  that 
time  is  wasted,  inadequate  investigations  made,  and  busi- 
ness irregularities  fostered. 

Details  as  to  the  manager's  procedure  are  taken  up  under 
separate  headings.  Further  questions  are  asked  here  as 
to  the  manager's  relation  to  the  rest  of  the  college : 

1.  What  is  his  social  status?    What  has  been  his  ex- 
perience in  education? 

2.  Does  he  start  with  a  picture  of  classroom  needs? 
Does  he  consider  his  work  educational? 

3.  What  educational  use  is  made  of  the  business  man- 
ager's office  by  students  of  economics,  commerce, 
etc.? 

4.  Where  students  are  employed  in  college  business,  is 
it  desirable  to  rotate  their  employment  so  that  their 
business  training  shall  be  as  thorough  as  possible? 
Y. ..     N...     ?... 

5.  Is  there  as  much  reason  for  having  a  business  doc- 
tor examine  the  business  management  of  an  educa- 
tional institution  as  for  having  a  dentist  examine  an 
individual's  teeth?     Y...     N...     ?... 

6.  Is    there    an    outside    audit    of    accounts?     Y... 
N...     Is    the     auditor's     report    printed?     Y. . . 
N. . .     ? . . .     What  does  it  include  beyond  the  ques- 
tion of  honesty  and  accuracy  of  financial  accounts? 
Y...     N...     ?... 

7.  Should  the  business  manager  be  held  responsible  for 
auditing  the  accuracy  of  non-financial  statements  af- 
fecting the  college,  including  all  official  statements  as 
to  quantity  and  character  of  work  done?    Y... 
N..       ?.. 


Business  as  Clinical  Material  109 

8.  Would  it  promote  scholarship  if  the  business  office 
were  held  responsible  for  reviewing  the  basis  and 
character  of  marks  given  to  papers;  the  nature  of 
supervision  given  to  graduate  work;  the  analysis 
given  to  theses?     Y...     N...     f... 

9.  Would  it  be  well  to  arrange  for  suggestions  from 
each  teacher  as  well  as  from  alumni  as  to  methods 
by  which  dollar  facts  may  be  compared  with  work 
facts?     Y...     N...     f... 

10.  Would  a  committee  of  alumni  be  willing  to  review 
business  methods?     Y. . .     N...     f... 

11.  Would   the  business   management   of  your   college 
serve  as  a  model  for  graduates  going  into  business 
or  a  profession  which  presumes  ability  to  analyze 
business?     Y...     N...     f... 

12.  Is  there  as  much  reason  for  having  a  college  con- 
ducted as  a  laboratory  of  business  efficiency  as  for 
having    its    classroom    work   a   model    for    future 
teachers?     Y...     N...     f... 

13.  Should  any  student  be  given  a  degree  from  an  Amer- 
ican college  who  is  not  familiar  with  the  elementary 
principles  of  efficient  business,  of  the  science  of  or- 
ganization, procedure,  and  method,  which  has  come 
to  be  known  as  "  scientific  management  "  ?     Is  there 
any  walk  in  life  where  a  man  cannot  see  straighter; 
think  more  precisely  and  logically;  read  more  intelli- 
gently with  than  without  a  knowledge  of  the  reasons 
and  facts  of  proper  business  procedure?     In  other 
words,  can  college  management  everywhere  be  used 
for  teaching  purposes  with  the  triple  result  of  giving 
instruction ;  giving  serviceable  employment ;  and  pre- 
venting waste  ?     Y . . .     N . . .     ? . . . 

Regarding  one  question  there  is  much  difference  of  opin- 
ion, i.e.,  whether  a  business  agent  should  be  responsible 
to  the  president,  or  to  the  board  of  trustees,  or  to  both. 
This  same  question  is  puzzling  city  boards  of  education. 
The  superintendent's  deputies  in  Boston  strongly  protest 


no     Self -Surveys  by  Colleges  and  Universities 

against  a  business  manager  accountable  to  the  city  superin- 
tendent. Their  protest  is  criticized  in  American  School  by 
Editor  Pearse,  president  of  Milwaukee  Normal  School,  who 
had  several  years'  experience  in  Milwaukee  public  schools 
with  a  business  manager  accountable  directly  to  the  board. 
Denver  and  Minneapolis  have  their  superintendents  respon- 
sible for  business  management,  with  an  officer  called  busi- 
ness manager  responsible  to  them.  New  York  City  is  de- 
bating in  November,  1916,  a  separate  business  manager  to 
be  accountable  to  the  board  as  advised  by  one  survey  report 
and  objected  to  by  another  survey  report.  At  the  Uni- 
versity of  Wisconsin  the  business  manager  is  responsible 
to  the  board  and  the  president;  at  Miami,  to  the  president. 

For  any  particular  college  it  is  more  important  to  learn 
first  what  the  facts  are  than  to  worry  about  the  ideal  or- 
ganization. Both  size  and  ownership  affect  the  decision. 
In  a  small  or  even  a  large  privately  supported  college  the 
trustees  look  to  the  president  for  policy  and  information. 
They  will  undoubtedly  continue  to  prefer  to  deal  only  with 
the  president.  In  state-supported  institutions,  especially 
large  institutions,  the  situation  is  different.  Their  regents 
are  acting  for  the  public.  Numerous  difficulties  arise  as  to 
the  amount  of  money  needed  and  as  to  disposition  of  money 
expended.  In  spite  of  theoretical  objections  to  having  co- 
ordinating officers  responsible  to  the  board  of  regents,  it  is 
probable  that  for  some  time  to  come  the  regents  will  wish 
an  independent  review  from  the  standpoint  of  money  avail- 
able or  of  so-called  business  efficiency,  of  all  proposals  and 
reports  that  come  to  them  from  the  educational  side.  For 
a  long  time  to  come  presidents  will  do  their  best  to  repre- 
sent their  faculties  in  dealing  with  trustees.  They,  too, 
will  welcome  an  efficient  business  manager  who  has  no  di- 
rect connection  with  the  faculty  and  who  therefore  will  act 
as  a  reminder  of  their  accountability  to  the  public. 

For  states  having  central  boards  of  education  the  prob- 
lem is  solved,  because  no  president  will  expect  to  be  a  su- 
perior to  a  business  manager  who  represents  a  whole  system 
of  which  the  president  is  but  a  part. 


Business  Manager  and  President  in 

Where  there  is  a  separate  business  manager  accountable 
to  the  trustees  it  is  of  the  utmost  importance  for  self-sur- 
veys to  ascertain  whether  the  procedure  adopted  by  the 
trustees  for  the  president  and  business  manager  is  such  as 
to  eliminate  probability  of  friction  and  minimize  its  pos- 
sibility. For  example: 

1.  Does  each  officer  work  in  the  open  with  trustees ;  i.e., 
is  it  made  impossible  for  one  to  "  short  circuit "  the 
other  without  discovery  ?     Y . . .     N . . .     f . . . 

2.  Are  the  recommendations  of  each  formally  recorded, 
with    reasons    for   their    recommendations?     Y. . . 
N...     ?... 

3.  Is  the  budget  so  made  that  the  frankest  and  fullest 
suggestions  are  drawn  from  the  faculty  and  presi- 
dent?   Y...    N...     ?... 

4.  Must  the  business  manager  submit  to  the  president 
all  communications  to  the  faculty  as  to  business  pro- 
cedure, in  order  that  the  president's  educational  ex- 
perience and  judgment  may  be  reflected  as  well  as 
the  business  manager's?     Y. . .     N . . .     ? . . . 

5.  Does  current  practice  encourage  faculty  members  and 
president  to  initiate  suggestions  or  criticisms  regard- 
ing college  business?     Y. . .     N. . .     ? . . . 

Where  there  is  a  separate  business  manager,  it  should  be 
possible  at  a  minimum  of  expense  to  organize  the  clearing 
house  for  information  referred  to  later  as  a  division  of  ref- 
erence and  research. 

41.     Division  of  Reference  and  Research 

The  only  thing  "  under  the  heavens,  on  earth,  or  in  the 
waters  which  encompass  the  earth  "  that  American  colleges 
have  not  as  yet  felt  it  incumbent  upon  them  to  study  is  the 
college  itself.  Is  it  any  one's  business  in  your  college  to 
study  the  college;  how  its  work  compares  with  that  of 
other  colleges;  what  if  any  gap  there  is  between  plan  and 
performance? 


ii2     Self -Surveys  by  Colleges  and  Universities 

After  surveys  are  made  faculties  and  students  will  ask 
more,  not  fewer,  questions;  will  make  more,  not  fewer, 
criticisms  and  constructive  suggestions. 

Can  waste  of  faculty  insight  be  prevented?  The  only 
way  to  reservoir,  conserve,  and  use  it  is  to  establish  a 
reservoir  and  provide  channels  of  ingress  and  egress.  This 
can  be  done  by  a  clearing  house,  whether  called  division 
of  reference  and  research,  or  clearing  house,  or  what  not. 


Division  of 
Reference 
and 

Researc 


Every  college  purchases  every  year  books  and  magazines 
and  receives  catalogs  and  reports  from  other  colleges.  In 
addition  faculty  members  and  officers  privately  subscribe 
to  magazines  and  professional  journals,  and  exchange  ex- 
periences with  colleagues  in  other  colleges.  Because  no  one 
place  or  person  has  been  designated  as  a  "  hopper "  or 
"  reservoir  "  or  "  clearing  house  "  to  receive  suggestions, 
it  has  not  been  worth  while  saving  and  passing  on  to  others 
the  facts,  questions,  suggestions,  or  criticisms  which  come 
with  printed  matter,  verbal  exchange,  and  experience.  Few 
of  us  want  to  be  called  "  Mr.  Fixit." 

Many  smaller  colleges  cannot  yet  afford  to  pay  a  person 
to  give  time  exclusively  to  "  clearing "  information  and 
making  studies.  No  small  college,  however,  is  without  the 
faculty  members  who  would  gladly  be  detailed  to  this  task. 


Spectrum-ing  Facts  and  Suggestions          1 1 3 

A  short  study  will  show  for  every  college  the  need  for 
some  such  continuous  cumulative  attention  to  questions  that 
need  answers;  suggestions  that  prompt  examination;  crit- 
icisms that  call  for  remedial  action.  Only  through  the  cir- 
culation of  suggestions  and  questions  can  faculties  demo- 
cratically organize  for  cooperative  service. 

In  a  short  test  of  "  high  spotting  "  and  central  "  clear- 
ing," helpful  facts  and  suggestions  from  educational  pub- 
lications, including  reports  from  other  colleges,  will  disclose 
innumerable  aids  like  these : 

Columbia  University  is  substituting  personality  prepared- 
ness for  credit  preparedness. 

Yale's  report,  1914,  has  the  best  available  discussion  of 
relations  between  research  and  teaching  efficiency. 

Smith  found  that  analyzing  and  publishing  faculty  teach- 
ing loads  helped  secure  additional  instructors. 

Illinois  Wesleyan's  financial  summaries  are  printed  in 

July.  , 

Bowdoin's  report  discusses  the  preceptorial  system,  with 
notes  as  to  cost  and  results. 

The  University  of  Wisconsin's  biennial  report  for  1914- 
1916  announces  the  results,  following  the  survey,  of  a 
large  faculty  committee  with  special  subcommittees  to 
consider  the  improvement  of  the  university  with  rela- 
tion to  (a)  undergraduate  instruction;  (b)  research, 
graduate,  and  field  work;  (c)  foreign-language  re- 
quirements; (d)  faculty  requirements,  physical  plant. 

1.  An  honor  point  system  has  been  adopted  to  stimu- 
late the  student  who  has  the  habit  of  getting  a 
passing  mark  only. 

2.  Systematic  methods  for  improving  and  correlat- 
ing instruction  in  various  departments  have  been 
undertaken. 

3.  To  facilitate  and  improve  research  work  related 
departments  of  instruction  have  been  grouped. 

4.  A  course  of  study  without  foreign-language  re- 
quirements has  been  established. 


14     Self -Surveys  by  Colleges  and  Universities 

5.  Faculty  organization  has  been  simplified  by  the 
appointment  (a)  of  a  university  committee;  (b) 
of  an  administrative  committee  to  take  care  of 
routine  business;  and   (c)   of  a  secretary  of  the 
faculty  to  keep  faculty  records  [a  full  professor]. 

6.  A  new  system  of  keeping  faculty  records  has  been 
installed  to  secure  greater  uniformity  and  economy 
in  administration. 

7.  Efficient  utilization  of  the  physical  plant  is  being 
studied  by  a  special  committee. 

Miami  University  drops  a  student  from  a  class  for  three 
unexplained  absences  or  for  being  found  unprepared 
without  acceptable  excuses  five  times  during  a  semester ; 
makes  its  dormitories  pay  3%  interest;  has  all  but 
one  department  head  teaching  freshmen;  reduced  its 
classes  of  ten  or  fewer  from  25  to  10% ;  loans  books 
to  country  normal  schools;  gives  practice  teaching  in 
rural  schools;  has  an  executive  committee  of  the  fac- 
ulty for  administration;  permits  invitations  to  fra- 
ternities at  any  time  after  matriculation;  prohibits 
ostentatious  or  extravagant  rushing;  is  considering 
exchange  lectures  within  departments. 

Kansas  State  Board  of  Administration  recommends 
charging  a  fee  for  all  student  activities,  thus  making 
more  certain  general  participation. 

Harvard  in  1915-1916  sent  a  questionnaire  to  graduates 
asking  about  the  relative  value  of  various  methods  of 
instruction  —  lectures,  classroom  discussion,  assigned 
reading,  reports,  essays,  or  theses.  Students'  answers 
ascribed  most  value  to  reading  next  to  classroom  dis- 
cussion. "  Leading  business  men  have  expressed  their 
willingness  to  give  summer  employment  to  students 
of  the  graduate  school  of  business  and  administration 
and  to  cooperate  with  the  school  by  returning  at  the 
end  of  the  period  of  employment  a  report  of  the  work 
of  the  student,  .  .  .  which  report  is  an  important  con- 
sideration in  recommending  students  for  a  permanent 
position  after  graduation/' 


High-Spotting  Other  Colleges  1 1 5 

North  Dakota  conducts  a  series  of  round  table  discus- 
sions at  times  when  regular  classes  are  not  in  session, 
so  that  all  may  attend. 

University  of  Cincinnati  requires  prospective  teachers 
to  do  practice  work  in  public  schools  under  super- 
vision; students  of  commerce  must  take  three  years 
of  work  in  business  and  under  the  supervision  of  the 
faculty  make  a  carefully  planned  study  of  the  business 
in  which  they  are  engaged.  This  involves  regulaif  re- 
ports and  conferences.  Failure  in  business  means  re- 
fusal of  degree.  Similar  practice  work  for  students 
preparing  for  social  service  is  afforded  through  chari- 
ties and  social  settlements. 

New  York  University  announces  business  fellowships  in 
commerce, —  one-half  time  to  business  houses  and  the 
other  half  to  studies. 

Kansas  State  Agricultural  College  has  a  class  for  boys 
and  girls  in  livestock  judging;  extension  work  of 
project  clubs  in  crop  growing,  stock  feeding,  garden- 
ing, sewing;  resulting  products  valued  at  $107,000  in 
1916;  furnishes  advice  as  to  roads  and  bridges. 

Colgate  University  gives  in  absentia  courses  for  master's 
degree  to  graduates  "  whose  career  since  graduation 
gives  clear  evidence  of  earnest  and  successful  effort 
toward  intellectual  development." 

Wesleyan,  Conn.,  requires  shop  training  via  summer  plan 
in  manufacturing  plants  and  local  field  work  in  central 
heating  plant  of  the  college,  through  power-plant  tests 
in  and  near  Middlebury,  and  by  hydraulic  work. 

Sheffield  Scientific  School  requires  eleven  weeks  in  sum- 
mer field  work  in  surveying;  two  weeks  between  the 
third  and  fourth  years  in  railroad  surveying ;  six  weeks 
in  making  a  geological  map  of  some  portion  of  the 
country ;  two  weeks  in  making  a  survey  map  of  a  mine. 
At  instructor's  option  two-hour  sessions  may  be  substi- 
tuted for  outside  preparation  to  insure  personal  super- 
vision in  the  working  of  problems  and  drill  in  techni- 
cal manipulation. 


n6     Self -Surveys  by  Colleges  and  Universities 

North  Carolina  University  students  conducted  six  moon- 
light schools  of  300  pupils,  regularly  conduct  Sunday 
schools,  night  schools,  and  Y.  M.  C.  A.  for  negroes; 
in  1916  ran  a  free  lecture  lyceum  for  several  churches 
and  schools  the  country  round. 

University  of  California  gives  extension  courses  in  the 
state  penitentiary;  president  visits  each  infirmary  once 
a  month;  department  of  correction  of  speech  defects 
is  conducted. 

Ohio  State  University  offers  help  in  city  building. 

Oberlin :  "  It  ought  to  mean  something  to  this  whole 
region  that  Oberlin  College  is  planted  right  here." 
With  these  words  President  King  explains  why  he 
raises  in  his  annual  report  for  1915-1916,  pages  133  if., 
questions  of  still  larger  usefulness  of  college  to  com- 
munity ;  e.g.,  "  What  of  still  better  sanitary  conditions  ? 
What  of  a  full-salaried  and  scientifically  trained  health 
officer?  What  of  possibilities  in  the  direction  of  the 
city  manager  plan  ?  " 

University  of  Montana  provides  movable  schools  for  the 
convenience  of  farmers ;  each  school  has  the  service  of 
from  four  to  six  teachers  one  week  at  a  time. 

University  of  Chicago  gives  full  college  credit  for  work 
of  college  grade  done  in  high  schools  if  during  the 
first  two  quarters  at  the  university  student  maintains 
an  average  standing  of  B  or  better;  if  he  drops  to  less 
than  B  he  gets  one-half  credit;  if  he  falls  below  C 
no  college  credif  is  allowed. 

University  of  Minnesota  prohibits  full-time  members  of 
the  faculty  from  engaging  in  any  outside  activity 
"  which  substantially  interferes  with  their  university 
duties " ;  two  farms  put  in  charge  of  two  senior 
"  agrics,"  degrees  being  given  upon  successful  conduct 
of  farm;  cooperative  housekeeping  encouraged;  a 
legal-aid  bureau  conducted  by  law  students;  practice 
teaching  is  done  in  high  schools;  summer  camp  for 
civil  engineers ;  night  classes  in  engineering  and  archi- 
tecture; school  of  public  health  was  worked  out  by 


Serving  those  who  pay  the  bills 


University  of  Minnesota 


Learning  to  test  corn  by  testing  corn  Minnesota 

Short  courses  for  farmers  are  good  investments 


High-Spotting  Other  Colleges  117 

engineering  and  medical  faculties;  home  management 
was  tested  in  a  15-1*00111  house,  college  credit  being 
given;  established  municipal  reference  bureau  under 
auspices  of  State  League  of  Municipalities;  gives 
courses  in  sex  hygiene  for  men ;  insists  "  that  there 
can  be  no  departmental  or  college  proprietorship  in 
the  buildings,  and  that  space  anywhere  that  is  not 
absolutely  needed  for  college  or  departmental  purposes 
shall  be  available  for  general  university  use  " ;  the  uni- 
versity declares  that  the  high-school  course  "  must  be 
adapted  to  the  needs  of  the  great  majority  who  cannot 
pursue  higher  education.  College  and  university  must 
therefore  adapt  themselves  to  the  high  school  as  a  peo- 
ple's college." 

University  of  Nebraska  has  a  central  stenographic  bureau 
as  Ohio  State  University  has  central  bureaus  for  each 
college  and  has  effected  considerable  saving  by  center- 
ing all  business  offices;  e.g.,  6%  on  electric  lamps. 

University  of  Michigan  has  courses  for  field  training  of 
men  for  public  service,  including  cooperative  arrange- 
ments with  the  Detroit  Bureau  of  Governmental  Re- 
search. 

University  of  Missouri  has  recently  started  a  municipal 
reference  bureau. 

Reed  College  is  helping  on  examinations  and  with  papers 
for  the  civil  service  department  of  Portland ;  is  giving 
courses  at  the  City  Hall  for  city  employees  on  city 
time;  has  recently  issued  a  report  of  five  years'  work 
on  social  hygiene  in  Oregon  by  eight  faculty  mem- 
bers with  students;  has  extension  courses  organized 
by  students  at  which,  for  example,  President  Foster  is 
giving  lectures  at  the  college  and  about  the  city  "  on 
rural  politics  today,"  and  business  men  give  talks  on 
commercial  and  industrial  methods. 

North  Carolina  University  reports  the  occupations  and 
professions  of  students'  parents;  declares  that  $300  a 
year  is  ample  for  comfortable  living;  has  introduced 
the  plan  of  reading  for  honors  by  which  students  of 


n8     Self -Surveys  by  Colleges  and  Universities 

unusual  ability  and  intellectual  curiosity  are  given  wide 
and  independent  reading  and  stimulated  in  lines  of 
independent  investigation;  requires  one  year  of  resi- 
dence before  any  student  may  represent  the  university 
in  a  major  sport;  proposes  two  summer  sessions  of  six 
weeks  each;  has  made  173  community  studies  and  pub- 
lished 62  booklets  on  countryside  studies;  circulates 
weekly  9000  copies  of  its  newsletter;  has  a  special 
course  for  practicing  pediatrists. 

Smith  assigns  four  freshmen  to  a  junior  adviser  and 
30  to  a  faculty  adviser ;  publishes  sizes  of  classes  "  to 
show  scientifically  where  additions  to  the  teaching 
force  are  needed." 

Tufts  publishes  a  report  of  diagrams  on  right-hand  page 
and  short  editorial  summary  on  the  left;  in  last  five 
years  increased  students  47%  but  expenses  only  15% ; 
shows  by  spot  map  the  sources  of  students. 

42.     The  College  Budget 

Although  the  word  "  budget "  is  new  in  college  manage- 
ment, the  idea  is  old.  Very  few  colleges  ever  undertake 
to  finance  the  next  year  without  having  approximated  costs 
and  income. 

But  approximating  is  not  budgeting,  and  with  few  excep- 
tions colleges  today  want  to  put  their  business  on  a  budget 
basis;  i.e.,  on  a  plan  carefully  worked  out  at  least  a  year 
in  advance.  In  few  instances  will  surveyors  need  to  per- 
suade presidents  and  trustees  that  the  budget  method  will 
help  finance  colleges.  The  few  exceptions  are  colleges 
which  thrive  on  unexpected  deficits  and  hard-luck  stories. 
Even  in  these  cases  there  is  more  budgeting  than  is  usually 
admitted  and  more  system  in  the  hard-luck  story  than  is 
apparent. 

If  colleges  have  budgets,  surveyors  will  ask  questions  like 
these : 


i. 


When  is  the  budget  voted?     How   much   time   is 
given  by  trustees  to  considering  it  at  board  meetings  ? 


Budgeting  Opportunities  119 

How  long  in  advance  of  dates  for  consideration  is 
the  budget  in  the  hands  of  individual  trustees  ?  How 
much  time  elapses  between  the  call  for  budget  esti- 
mates and  the  date  for  submitting  them  to  the  presi- 
dent and  the  date  when  the  president  submits  them 
to  trustees? 

2.  Does  the  budget  initiate  with  the  trustees  . . . ,  with 
the  president  . . . ,  or  with  departments  . . .  ? 

3.  Is  it  possible  for  departmental  estimates  to  be  made 
without    departmental    conferences?     Y. . .     N... 
?... 

4.  Is  the  budget  based  upon  work  estimates  for  next 
year  ...  or  upon  this  year's  money  facts  . . .  ? 

5.  In  the  case  of  publicly  supported  colleges,  is  the  bud- 
get   considered   at   meetings    open   to    the   public? 
Y...     N...     ?... 

6.  Is  the  tentative  budget  shown  to  departmental  rep- 
resentatives   before    its    submission    to    trustees? 
Y...     N...     ?... 

7.  Does  the  tentative  budget  which  goes  to  trustees 
show  at  a  glance  where  it  differs  from  the  current 
year's  budget  Y. . .     N...,  which  salaries  are  in- 
creased   Y...     N...,    which    activities    extended 
Y. . .  N. . .,  with  and  without  budgetary  authoriza- 
tion Y. . .  N . . .,  which  positions  discontinued  Y . . . 
N...,  and  why?     Y...     N...     ?... 

8.  Are  increases  separately  totalled  so  that  they  are  not 
lost  by  inclusion  with  decreases  in  other  items  . . . , 
or  are  salary  increases  of  $1000  passed  over  because 
a  $1000  vacancy  or  reductions  aggregating  $1000 
leave  the  total  the  same  . . .  ? 

9.  Is  the  budget  adhered  to  during  the  year;  i.e.,  are 
expenditures    in   excess    of   allowances   prohibited? 
Y...     N...     ?... 

10.  Is  elasticity  provided  by  permitting  transfers  from 
activities  which  do  not  need  all  the  money  voted  to 
other  activities  which  require  more  than  was  voted? 
Y. . .  N...  ? . . .  Must  request  for  such  trans- 


120     Self -Surveys  by  'Colleges  and  Universities 

fers  be  made  to  trustees?  Y...  N...  ?... 
Are  all  such  transfers  summarized?  Y...  N... 
f. . .  Does  the  tentative  budget  show  where  trans- 
fers were  made  last  year?  Y . . .  N. . .  ? . . . 
n.  How  many  periods  are  compared  in  the  estimates 
—  two  years  . . .  three  years  . . .  ? 

12.  How  detailed  are  comparisons? 

13.  How  definitely  are  all  changes  from  this  year's  plans 
explained  in  writing;  i.e.,  are  general  terms  or  spe- 
cific  evidences    given?     Is   anticipated    registration 
justified  by  previous  registration?     Does  an  increase 
"  mainly  for  instructional  force "  include  increases 
in  salaries? 

14.  Are  blanks  furnished  to  all  parties  who  take  part  in 
budget  making,  so  as  to  make  it  easy  to  supply  in- 
formation requested?     Y...     N...     f... 

15.  Are  new  activities  considered  with  a  view  to  their 
final  cost  when  developed  ...  or  is  only  the  cost  of 
the  entering  wedge  . . .  presented? 

In  the  case  of  state  institutions  further  questions  need 
to  be  asked  separately  with  respect  to  the  information  pre- 
sented by  trustees  to  the  legislature: 

1.  Is  the  request  printed  ...  or  mimeographed  . . .  ? 

2.  Is  it  distributed  to  all  legislators  . . .  and  public  .  . . 
or  only  to  legislative  finance  committees   . . .  ? 

3.  Are  specific  amounts  above  or  below  this  year's  ap- 
propriation   unescapably    presented?     Y. . .     N... 
? . . . 

4.  When  stating  this  year's  cost,  are  accruals  —  i.e.,  sums 
provided  but  not  used  —  subtracted  from  the  budget 
allowances?       Y.  . .        N...        ?...        Requested 
spending  power  should  be  compared  with  cost  in- 
curred in  budget  allowances.     On  the  other  hand, 
where  cost  has  exceeded  the  budget  both  facts  should 
be  stated,  so  that  policy  changes  since  last  budget 
time  will  be  questioned  and  explained. 

Budgeting  without  explaining  will  help  colleges  some- 


Students  of  engineering  help  build  bridges 


University  of  Cincinnati 


Future  engineers  work  on  section  gangs  Cincinnati 

In-and-out  plan  reduces  capital  costs 


Budgets  —  Essential  Steps  1 2 1 

what,  but  only  slightly.  It  will  prevent  accidental  deficits, 
reduce  hectic  financing,  and  inure  the  whole  college  or- 
ganization to  living  within  its  income,  trying  to  get  the  ut- 
most from  its  income,  and  looking  before  it  leaps.  Those 
colleges  will  benefit  most  from  budgeting  their  resources  and 
plans  which  use  the  budget-making  period  as  a  season  for 
taking  account  of  stock ;  i.e.,  for  challenging  new  proposals 
and  existing  practices.  Budgets  will  not  prevent  deficits. 
Columbia  voted  for  1917  a  deficit  of  $93,000;  "  this  means 
that  the  normal  income  .  .  .  falls  far  short  of  meeting  the 
necessary  cost  of  work  now  established  and  in  progress/' 
A  possible  deficit  seen  a  year  ahead  is  easier  to  remove  than 
a  surprise  deficit  already  created.  Few  people  like  to  "  pay 
for  dead  horses."  A  prospective  deficit  is  the  only  hard- 
luck  story,  i.e.,  alternative,  a  college  is  warranted  in  telling. 
To  colleges  which  have  not  as  yet  adopted  a  budget  the 
two  best  steps  for  surveyors  to  take  are,  first  to  cite  some 
concrete  instances  of  disadvantages  suffered  because  a  bud- 
get plan  is  not  in  use, —  i.e.,  disagreement  as  to  salary ;  di- 
version of  funds  to  meet  unexpected  deficits ;  harassing  of 
administrative  officers.  Secondly,  presidents  and  faculties 
can  be  referred  to  colleges  already  benefiting  from  a  budget 
system.  Record  Aids  in  College  Management  reproduced 
blanks  employed  by  Smith  College  and  Kansas,  Idaho,  and 
Minnesota  universities.  Minimum  essential  steps  include 
these : 

1.  A  fixed  date  for  consideration  of  budget  estimates 
by  trustees  and  earlier  fixed  dates  for  submission  to 
trustees  by  the  president ;  for  submission  to  president 
or  budget  committee  by  departments ;  for  distributing 
estimate   blanks   to   all   parties   whose    forecast   is 
needed. 

2.  Preparation  of  uniform  blanks  by  a  central  office 
which  will  reduce  to  the  minimum  the  clerical  work 
required  of  departments  and  will  contain  a  maxi- 
mum of  suggestions  to  departments, —  i.e.,  will  fur- 
nish all  the  classifications ;  will  have  separate  columns 


122     Self -Surveys  by  Colleges  and  Universities 

for  separate  periods ;  will  have  a  separate  column  for 
increases ;  another  for  decreases ;  another  for  reasons. 
For  example,  Smith  College  asks  departments  to  re- 
port only  departures  from  statu  quo;  the  central  of- 
fice has  salaries  and  other  facts  for  the  existing  or- 
ganization. Separate  blanks  are  sent  for  staff 
changes,  equipment  changes,  supplies,  library,  etc. 

3.  Request  to  all  participants  that  estimates  include  what 
they  think  the  college  needs  to  have  done  or  oppor- 
tunity makes  it  desirable  to  do  next  year,  with  rea- 
sons, leaving  it  to  administrative  officers  to  discover 
how  much  the  college  can  do.     Where  dollars  are  es- 
timated, the  numbers  or  extent  of  work  to  be  done 
should  be  specified. 

4.  Departmental  conferences  for  frank  comparison  of 
alternatives  presented  for  each  department. 

5.  Interdepartmental  conferences;  i.e.,  all  departments 
of  college  or  university  for  comparison  of  alterna- 
tives as  they  affect  each  group  as  a  whole. 

6.  Compilation  of  estimates  by  clerks,  on  forms  which 
show  clearly  changes,  increases,  or  decreases,  with 
reasons. 

7.  A  similar  procedure  on  separate  blanks  to  secure  es- 
timates   of    resources    and    income;    i.e.,    probable 
amounts  from  tuition,  fees,  interest,  gifts,  mill  tax. 

8.  Consideration  by  president  or  budget  committee  of 
total  work  program  and  money  program  expressed  in 
composite  budget  estimates,  and  allotment  of  revenue 
among  purposes  according  to  necessity  and  desir- 
ability. 

9.  A  permanent  record  of  the  deliberations  of  the  budget 
committee  and  reasons  for  its  allowances  and  disal- 
lowances.    In  few  cases  will  it  be  impossible  to  have 
satisfactory    minutes    taken.     In    large    institutions 
stenographic  notes  are  desirable,  especially  where  pub- 
lic funds  are  spent  and  where  later  stages  of  budget 
discussion  are  apt  to  involve  controversies  or  special 
pleas  for  public  support.     Stenographic  notes,  except 


Budgets  —  Essential  Steps  123 

for  obviously  important  matters,  need  not  be  tran- 
scribed; to  have  them  available,  however,  may  save 
a  building  or  an  appropriation. 

10.  Resubmission  of  tentative  budget,  with  reasons,  to 
faculty  before  final  submission  to  trustees  for  action. 
This  seemingly  needless  referendum  can  do  no  harm 
and  will  make  for  democracy,  solidarity,  and  good 
spirit.     In  the  few  cases  where  hard  feeling  may  re- 
sult, it  will  be  no  harder  because  interested  parties 
receive  information  before  rather  than  after  it  is  too 
late  to  appeal  and  to  present  new  evidence. 

11.  Submission  of  the  estimate  to  the  trustees,  with  rea- 
sons in  writing  why  the  president  or  budget  com- 
mittee have   recommended  allowances  or  disallow- 
ances.    Verbal  explanations  are  not  enough.     Few 
minds  can  learn  through  the  ear  facts  necessary  to 
follow  comprehendingly  a  rapid  verbal  exposition  of 
a  year's  program.     Trustees  should  be  encouraged 
to  read  understandingly  a  college  program  before  they 
sponsor  it.     Where  a  committee,  finance  or  executive, 
of  trustees  has  reviewed  estimates,  its  recommenda- 
tions should  come  to  the  full  board  with  unescapable 
comparisons  and  with  unescapable  explanations  in 
writing — and  long  enough  in  advance  so  that  rubber 
stamping   its   conclusions   will   not   be   easier   than 
reading  them. 

12.  The  final  consideration  of  the  recommended  budget 
by  the  full  board  should  be  made  a  matter  of  record. 
Where  questions  are  asked  answers  should  be  taken 
from  records,  not  hearsay. 

13.  The  final  budget  as  passed  should  be  set  up  in  com- 
parative form,  showing  increases  and  decreases,  with 
reasons. 

14.  As  part  of  every  budget  it  should  be  provided  that  the 
budget  be  treated  as  a  sailing  order  or  working  pro- 
gram ;  that  this  program  may  not  be  changed  without 
consent  of  the  trustees  or  persons  delegated  by  them, 
— -i.e.,  that  funds  voted  for  extension  should  not 


124     Self -Surveys  by  Colleges  and  Universities 

be  used  for  increasing  salaries ;  that  accounting  head- 
ings should  conform  to  budget  headings;  that  unex- 
pended items  should  revert  to  the  general  fund  under 
control  of  the  trustees  and  not  be  disposed  of  by  offi- 
cers without  consulting  trustees ;  that  entering  wedges 
for  new  activities  should  not  be  driven  without  con- 
sulting trustees. 

15.  The  budget  as  voted  should  be  promulgated  through- 
out the  college  for  information,  advice,  and  authoriza- 
tion to  spending  officers. 

Besides  helping  trustees  decide  how  to  spend  assured  in- 
come, the  properly  prepared  budget  estimate  will  help  trus- 
tees raise  money.  Evidence  of  need  is  the  best  money  getter. 
The  most  convincing  evidence  of  need  is  the  budget  esti- 
mate, through  which  faculties  make  clear  what  they  are  not 
yet  able  to  do,  the  least  they  should  be  able  to  do  next  year, 
and  the  maximum  they  should  like  to  be  authorized  to  do. 

One  way  to  hasten  proper  budget  making  by  colleges 
would  be  to  require  every  college  to  teach  the  principles  of 
public  budget  making.  Instead  of  regretting  the  necessity 
for  explaining  to  each  legislature  what  higher  education  is 
trying  to  do,  should  not  our  state  universities  welcome  the 
opportunity  to  make  higher  education  part  of  the  thinking 
of  legislature  and  public  ? 

43.    Record  Forms  Are  Educational  Indexes 

Few  people  are  interested  in  blank  forms  yet.  Most 
people  still  find  them  dead,  unsuggestive,  boring,  necessary 
evils.  That,  however,  is  because  most  people  do  not  yet 
understand  forms.  Many  surveyors  are  bored  at  the 
thought  of  looking  at  forms.  Many  college  administrators 
are  unable  to  read  with  understanding  the  forms  through 
which  they  themselves  are  giving  account  of  their  own  stew- 
ardship. Yet  surveyors  cannot  afford  to  overlook  the  record 
system.  Among  the  most  interesting  facts  about  a  college 
are  blank  forms ;  they  tell  a  great  deal  more  about  its  man- 
agement and  its  men  than  does  many  a  catalog  or  report. 


Not  yet  used  for  instruction 


Carleton  College 


An  important  laboratory  Berea  College 

Photographs  help  inform  and  interest  trustees 


Surveying  Record  Forms  125 

Because  some  people  are  so  interested  in  questions  about 
money  and  students  that  they  forget  actual  students  and 
real  money  is  not  a  reflection  upon  the  questions  or  the 
forms  on  which  the  questions  are  printed. 

Show  any  surveyor  familiar  with  college  management  and 
with  the  ideals  of  higher  education  what  forms  are  used  by 
your  college  in  describing  where  the  money  goes;  who  the 
students  are;  where  they  come  from;  where  they  go;  and 
what  is  done  for  them  while  there,  and  he  will  tell  you  more 
about  the  human  and  inspirational  side  of  your  college  than 
most  of  its  trustees  know.  Show  an  accountant  the  forms 
used  in  recording  expenditures,  purchases,  contracts,  in- 
spections, etc.,  and  he  can  tell  you  more  about  the  business 
efficiency  of  your  college  than  can  an  examination  of  months 
which  fails  to  include  business  forms. 

Whatever  else,  therefore,  is  done  in  a  survey  or  self- 
survey,  a  searching  analysis  should  be  made  of  record  forms 
as  indexes  to  purposes  and  achievements. 

A  composite  of  helpful  forms  in  use  by  colleges  entitled 
Record  Aids  in  College  Management  was  issued  in  1916  by 
the  Institute  for  Public  Service,  51  Chambers  Street,  New 
York  City.  Any  college  which  is  found  not  to  possess  any 
part  of  the  information  there  listed  as  called  for  by  one  or 
more  colleges  can  be  immediately  helped  by  the  discovery. 

While  it  is  possible  for  a  business  to  have  superior 
methods  that  are  not  reflected  in  its  record  forms,  this  hap- 
pens seldom.  Surveyors  will,  with  few  exceptions,  find  that 
any  questions  not  found  on  college  record  forms  are  not 
being  asked  for  purposes  of  administration.  It  is  equally 
true  that  record  forms  may  contain  questions  which  ad- 
ministrators never  ask.  Finding  questions  on  forms  is 
therefore  but  a  first  step  and  must  be  followed  by  a  study  of 
filled-out  forms  and  of  used  information. 

One  great  advantage  of  having  forms  studied  at  the  out- 
set of  a  survey  is  that  without  waiting  for  the  survey  re- 
ports the  whole  machinery  of  administration  may  be  en- 
listed in  laying  the  basis  for  future  current  self -surveys.  It 
is  better  to  spend  time  in  getting  current  and  future  facts 


126     Self -Surveys  by  Colleges  and  Universities 

properly  recorded  than  in  unearthing  and  reclassifying  old 
facts. 

A  greater  readiness  will  be  found  to  admit  the  inadequacy 
of  record  forms  than  to  admit  the  inadequacy  of  the  work 
these  forms  describe.  When,  therefore,  information  begins 
to  come  currently,  it  is  more  comfortable  for  officers  to 
correct  unfavorable  conditions  disclosed  than  to  keep  facing 
any  unfavorable  story  that  may  be  told  by  proper  records. 

1.  What  records  "clear"  through  the  central  office? 

2.  What  records  are  currently  kept  by  university  and 
college,  college  departments,  instructors,  and  commit- 
tees that  have  not  heretofore  been  sent  to  or  inter- 
preted for  the  central  office? 

3.  How  easy  is  it  for  officers  wishing  forms  to  secure 
them? 

4.  Are  files  and  indexes  provided  ?     Y . . .     N . . . 

5.  Is  the  college  liberal  ...  or  skimpy  . . .  with  the  cler- 
ical aid  necessary  to  make  record  keeping  easy? 

6.  Are  forms  themselves  devised  to  minimize  clerical 
work?     Y...     N... 

7.  Do  those  who  fill  out  forms  feel  that  the  information 
recorded  is  helpfully  used  . . .  ;  is  obstructively  used 
. . . ;  is  neglected  . . .  ? 

It  is  not  enough  that  financial  reports  comply  with  the 
technical  requirements  of  the  General  Education  Board,  Car- 
negie Foundation,  or  stock-exchange  practice.  There  are 
other  friends  to  be  made  and  informed  besides  great  founda- 
tions. With  few  exceptions  colleges  will  continue  to  de- 
pend for  support  and  growth  upon  men  and  women  not  able 
to  be  interested  or  informed  by  a  certified-public-account- 
ant  type  of  financial  statement. 

The  idea  underlying  technical  financial  statements  is  par- 
tially to  impart  information  and  partially  to  prevent  misrep- 
resentation. It  is  important  that  colleges  shall  not  treat  en- 
dowments as  current  contributions  and  that  they  shall  not 
classify  repairs  as  permanent  improvements  or  bills  owed  as 
bills  paid.  But  in  preventing  misrepresentation  and  im- 


Humanizing  Financial  Reports  127 

proper  business  procedure  proper  accounting  has  not  in  mind 
making  it  impossible  to  convey  information  to  those  who 
receive  the  report.  If  a  financial  statement  is  uninteresting, 
it  fails  to  convey  information.  It  has  no  reason  for  exist- 
ing except  to  transmit  certain  facts  from  the  college  to  the 
minds  of  donors,  possible  donors,  managers,  interested  and 
critical  public. 

The  kind  of  information  which  colleges  want  to  transmit 
is  information  about  college  service  and  not  merely  about 
dollars  spent. 

Any  audience  worth  reaching  with  a  financial  statement 
is  too  important  to  be  left  uninterested  in  the  human  reasons 
for  which  money  was  received  and  spent. 

In  answer  to  questions  with  regard  to  a  financial  report 
which  one  university  president  asked  us  to  analyze,  the  pres- 
ident replied  in  part  as  follows: 

"  I  must  say  you  have  made  some  very  valuable  sug- 
gestions. I  think  with  you  that  human  interest  facts 
would  help  among  the  people  who  have  but  a  slight  in- 
terest in  financial  reports." 

A  few  of  the  questions  referred  to  may  prove  helpful  to 
self -surveyors : 

1.  Is  it  not  true  that  large  possible  donors,  including  the 
General  Education  Board,  are  susceptible  to  the  hu- 
man appeal  even  if  they  do  not  prescribe  it?     Is  it 
not  desirable,  therefore,  in  financial  statements  iso- 
lated from  educational  reports  to  indicate  the  number 
of  students  involved  and  to  give  other  human  interest 
facts? 

2.  Is  not  your  success  in  getting  out  a  financial  state- 
ment by  June  5  an  asset  worth  specially  noting,  per- 
haps in  the  auditing  committee's  report? 

3.  Is  it  not  important  also  to  have  an  audit  of  report  of 
service  rendered  as  to  accuracy  of  service  statement? 
Since    the    auditors   are   board   members,    would  it 
not  be  worth  while  to  indicate  the  amount  of  time 
which  they  give  to  this  important  service? 


128     Self -Surveys  by  Colleges  and  Universities 

4.  While  complying  with  financial  requirements,  is  it  not 
desirable  also  for  a  college  which  has  a  deficit  and 
needs  further  endowment  not  to  let  even  a  page  or 
two  intervene  between  the  first  statement  of  a  fact 
and  the  interpretation  of  it?     In  other  words,  after 
the  accountant's  statement,  would  it  help  get  money 
if  you  printed  explanatory  phrases  that  would  make 
informing  and  interesting  reading  to  your  constitu- 
ency?    For  example,  may  not  the  phrase  "  subject  to 
life  estates  "  be  so  defined  as  to  encourage  people  to 
give  you  other  similarly  restricted  estates  ?     Is  it  not 
true  that  the  words  "  special  endowment "  will  fail  to 
make   any  personal   appeal,   whereas   a   descriptive 
phrase  or  two  added  might  make  several  of  your  read- 
ers want  to  add  to  this  fund  ? 

5.  As  you  are  one  of  the  very  few  colleges  in  the  coun- 
try which  report  unpaid  bills  and  accounts  receivable, 
would  it  not  be  worth  while  making  a  point  of  this  in 
the  auditing  committee's  report? 

6.  Can  you  not,  with  a  few  additional  words  after  each 
item,  make  this  a  very  human  page  and  add  chiefly 
to  your  appealing  power?     For  me  to  read  of  a  Blank 
fund  of  $1000  stirs  no  impulse  to  give,  whereas  a 
Blank  fund  for  helping  a  high-school  girl  to  college, 
etc.,  etc.,  might  make  a  thousand  dollars  seem  small 
compared  with  what  it  could  buy. 

7.  Is  there  not  many  a  possible  patron  who  will  wonder 
why,  if  you  get  5 1/2%  or  6%  in  a  dozen  cases,  you 
cannot  do  it  in  30?     Will  an  explanation  help  which 
would  meet  the  foregoing  question  and  at  the  same 
time  answer  some  conservatives  who  may  feel  that  a 
6%  loan  must  be  unsafe? 

8.  Would  not  your  people  be  interested  in  the  number 
of  pledges  received  and  the  number  of  persons? 

9.  May  not  the  campaign-expense  table  do  you  harm  if 
it  is  not  made  clear  that  the  large  sums  expended 
brought  in  the  campaign  receipts  mentioned  earlier? 


Reading  Is  Not  Always  Understanding       129 

44.     Character  of  Financial  Reports 

Minimum  essentials  of  financial  reporting  have  been  set 
up  by  the  Carnegie  Foundation.  Several  colleges  have  gone 
beyond  these  minimum  essentials.  Any  college  which  is 
able  to  report  its  financial  transactions  under  the  heads  listed 
on  page  131  may  consider  itself  reasonably  up  to  date.  How 
much  further  subclassification  should  be  carried  depends 
upon  the  volume  and  variety  of  business. 

One  fact  about  financial  reporting  is  universally  over- 
looked ;  viz.,  that  a  small  fraction  of  the  persons  who  receive 
financial  reports  know  how,  or  care  to  know  how,  to  see 
the  educational  forces  reflected  by  a  technically  correct  finan- 
cial statement.  Yet  to  have  technically  correct  financial 
statements  is  becoming  more  and  more  essential.  Upon 
them  depends  the  ability  of  colleges  to  serve  students  and 
patrons.  Unless  a  way  is  found  to  combine  flesh-and-blood 
background  with  financial  statements,  many  of  our  colleges 
will  discover  that  their  earnest  efforts  to  deserve  support 
will  cause  them  to  lose  support. 

Surveyors  can  help  materially.  They  can  show  where 
financial  statements  because  of  length  or  technicalities  chill 
the  reader's  interest  in  work  for  students.  Secondly,  they 
can  suggest  points  at  which  the  financial  statement  itself,  in- 
cluding the  most  technical  of  its  technicalities,  can  be  inter- 
lined, interpolated,  and  explained  so  that  every  patron  can 
understand. 

For  Carleton  College  and  for  a  special  committee  of  the 
Association  of  American  Colleges,  President  D.  J.  Cowling 
has  been  studying  principles  and  practices  of  report  making. 
For  his  own  report  for  June  30,  1916,  he  uses  the  general 
divisions  given  on  page  131. 

The  distinctions  between  four  kinds  of  receipts  —  i.e., 
(a)  current  income,  (b)  income  for  additions  to  assets,  (c) 
assets  reduced,  and  (d)  debt  increased  —  are  important  to 
notice  and  follow. 

Similarly,  on  the  expenditure  side  it  is  important  to  dis- 
tinguish between  expenses  for  current  purposes  and  what 


130     Self -Surveys  by  Colleges  and  Universities 

President  Cowling  calls  income  for  additions  to  assets.  Be- 
cause many  financial  statements  fail  to  make  these  distinc- 
tions, unnecessary  and  expensive  confusion  is  caused  in  the 
minds  of  college  supporters,  especially  when  legislatures 
stand  as  representatives  of  supporters. 

One  question  of  President  Cowling's  letter  will  interest 
college  fiscal  officers ;  namely,  should  receipts  from  scholar- 
ship funds  appear  once  to  explain  source  of  funds  or  shall 
it,  in  accordance  with  the  practices  of  private  business, 
appear  four  times?  For  example,  in  the  report  for  Carle- 
ton  College  $1280  appears  first  as  a  receipt  for  scholarship 
purposes;  on  the  expenditure  side  this  same  $1280  appears 
as  a  charge  for  scholarship  aid ;  thus  the  books  balance.  A 
third  time,  without  being  segregated,  this  $1280  appears  as 
tuition  received  from  students.  Still  a  fourth  time  it  ap- 
pears without  segregation  as  part  of  salaries  and  wages  or 
other  current  expenses. 

President  Cowling  asks  if  there  is  not  unnecessary  book- 
keeping plus  an  overstatement  of  operations  involved  in  this 
method  of  showing  the  transactions  arising  out  of  interest 
from  scholarship  funds. 

Another  practice  which  President  Cowling  questions  is 
that  of  reporting  on  both  sides  of  the  financial  statement 
the  total  receipts  and  total  expenditures  for  what  are  here 
later  called  revolving  funds.  In  his  own  report  he  pub- 
lishes the  net  receipts  for  the  boarding  department  and  the 
net  deficits  of  two  rooming  houses.  If  lectures  bring  in 
more  than  they  cost,  the  net  profit  only  would  be  reported ; 
e.g.,  last  year  only  the  net  deficit  of  $360  was  reported. 

The  General  Education  Board,  61  Broadway,  New  York 
City,  will  soon  issue  for  circulation  upon  request  a  hand- 
book on  college  accounting,  which  has  been  two  years  in 
preparation  and  will  be  based  upon  visits  to  many  colleges. 
(Application  to  the  above  address  will  bring  you  all  publica- 
tions of  this  foundation.) 


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Self -Surveys  by  Colleges  and  Universities 

45.    Bookkeeping  Methods 

The  General  Education  Board  announced  in  1915  its  in- 
tention to  prepare  a  handbook  on  college  bookkeeping,  pre- 
sumably for  free  circulation  from  61  Broadway,  New  York 
City.  It  is  undesirable  to  repeat  here  the  concrete  tests  of 
bookkeeping.  There  is  no  justification  for  hiring  outside 
surveyors  to  report  on  the  bookkeeping  methods  of  any  col- 
lege. There  are  certified  public  accountants  in  every  state 
within  easy  reach  of  every  college.  There  are  numerous 
handbooks  on  bookkeeping.  Many  colleges  are  themselves 
teaching  bookkeeping.  Alumni  know  modern  methods. 
Once  decided  that  bookkeeping  methods  must  be  put  on  a 
modern  basis,  it  is  easy  to  secure  within  a  week  a  statement 
as  to  where  bookkeeping  methods  are  not  up  to  date. 

Surveyors,  however,  must  not  fail  to  look  early  at  book- 
keeping methods.  Any  inadequateness  will  be  easily  dis- 
closed. While  the  survey  is  progressing  in  other  directions, 
the  bookkeeping  methods  can  be  reorganized. 

Among  questions  as  to  bookkeeping  that  vitally  affect 
education  are  these: 

1.  Is  a  separate  account  kept  for  each  main  activity,  so 
that  the  high  cost  of  one  subject  will  not  be  lost  in  an 
average  which  contains  the  low  cost  of  other  subjects? 
Y...     N...     ?... 

2.  Are  job  and  unit  costs  shown  for  educational  jobs  and 
units  as  well  as  for  construction  units  and  repair 
units ;  i.e.,  do  accounts  show  how  much  is  spent  for  re- 
search Y . . .  N . . .,  for  particular  investigations  Y . . . 
N. . .,  for  each  student  hour  in  each  subject  Y . . . 
N...? 

3.  Is  total  cost  shown  rather  than  only  that  part  of  cost 
for  which  money  has  been  paid  out ;  i.e.,  are  supplies 
bought  the  preceding  year  but  used  this  year  included 
in    this    year's    cost?     Y . . .     N . . .     Are    supplies 
bought  and  used  but  not  paid  for  this  year  included 
in    this    year's    cost?     Y...     N...     Are    supplies 
bought  this  year  but  not  used  excluded  from  this 


Bookkeeping  Tests  133 

year's  cost  ?  Y . . .  A/" ...  Is  insurance  distributed 
over  all  the  years  for  which  it  is  paid  instead  of  being 
charged  to  the  year  when  paid?  Y...  N...  Is 
depreciation  charged  to  provide  for  replacement  of 
equipment  and  buildings?  Y. . .  N...  Are 
moneys  due  but  not  yet  received  credited  to  the  year 
when  they  should  have  been  received  ?  Y . . .  N . . . 
Is  the  cost  of  each  dormitory  kept  separate  and  are 
different  elements  of  dormitory  and  dining-hall  cost 
recorded  separately?  Y. . .  N. . .  Are  dormitory 
costs  excluded  from  statements  of  educational  cost; 
i.e.,  are  strictly  business  items,  revolving  funds,  etc., 
accounted  for  separately  so  as  not  to  misrepresent 
management  costs?  Y . . .  N. . .  Is  there  a  care- 
ful separation  of  costs  for  current  operation  from 
costs  for  permanent  improvement?  Y...  N... 
? . . . 

4.  Are  trust  funds  used  only  for  the  purposes  for  which 
given?     Y...     N...     ?... 

5.  Are  costs  charged  only  under  the  right  heads  ?     Y... 
N. . .     ? . . .     For  instance,  is  the  bookkeeper  pro- 
hibited from  charging  to  "  educational  conventions  " 
money  spent  in  looking  about  for  teachers? 

6.  Is  an  automatic  classification  used;  i.e.,  do  the  record 
forms  call  for  entering  each  charge  under  the  proper 
head  each  and  every  time  it  is  entered  instead  of  en- 
tering all  charged  under  one  head  and  then  requiring 
a  special  sifting  for  monthly  or  annual  reports? 

7.  Is  a  cumulative  summary  reported  each  month  Y. . . 
N . . .  and  compared  both  with  the  program  for  the 
year  . . .  and  with  last  year's  experience  . . .  ? 

8.  Is  a  balance  sheet  possible  from  the  books  as  kept? 
Y. . .     N. . .     Is  a  balance  sheet  actually  made  up 
. . .  and  submitted  to  the  trustees  and  public?     Y. . . 
N...     ?... 

9.  Do  the  books  give  the  minimum  of  requirements  listed 
in  reports  of  the  Carnegie  Foundation  for  the  Ad- 
vancement of  Teaching?     Y. . .     N. . .     f..-. 


134     Self -Surveys  by  Colleges  and  Universities 

10.  In  what  ways  is  financial  bookkeeping  correlated  with 
educational  bookkeeping  so  that  each  phase  of  col- 
lege work  is  studied  with  reference  to  its  educational 
significance  and  its  cost?  How  does  college  book- 
keeping compare  with  the  methods  thought  to  be  es- 
sential in  college  classes?  How  far  is  college  book- 
keeping used  as  clinical  opportunity  for  students  of 
bookkeeping?  Does  the  college  exact  as  high  a  stand- 
ard from  its  official  bookkeeping  as  it  exacts  from  its 
student  activities'  bookkeeping?  Y...  N... 
f... 

46.    Purchasing  Methods 

The  main  losses  in  college  purchasing  are  due  to  failure 
to  centralize  facts  about  it;  i.e.,  to  make  it  some  one  officer's 
business  to  foresee  the  year's  probable  purchases;  to  study 
market  possibilities ;  to  secure  lowest  possible  prices  for  low- 
est reasonable  quantities ;  to  take  care  and  keep  account  of 
goods  purchased,  as  cashiers  do  of  cash. 

A  survey  of  dates,  quantities,  and  prices  of  purchases 
will  not  take  long  and  will  usually  show  many  opportunities 
to  make  money  go  farther.  There  is  only  so  much  money 
available  for  purchasing.  Additional  needs  can  be  more 
easily  provided  for  out  of  savings  than  out  of  additional 
appropriations. 

1.  Is  there  a  central  storehouse?     Y. . .     N. . .     ? . . . 
May  any  one  go  and  take  supplies  out  of  it  ...  or 
must  supplies  be  requisitioned  on  business   forms 

2.  Is  a  laboratory  fitted  out  by  consulting  a  catalog  . . . 
or  by  listing  the  needs  of  particular  courses  . . .  and 
by  having  these  listed,  reviewed,  and  certified  by  a 
department  . . .  and  again  checked  by  a  central  pur- 
chasing agent  . . .  responsible  for  securing  what  de- 
partments consider  adequate  at  the  lowest  possible 
price  ? 

3.  How  far  are  major  supplies  bought  by  competition? 


HAS  REED  COLLEGE  REACHED  TOUR  HOME  ? 

Study  this  mop  Hake  inquiries 

fed  circles  locate  Extension  Courses  of  previous  /ears 
A  Yellow  triangles  locate  Courses  now  being  siven 

•  Clack  circles  locate  community  services  of  Reed  students 

*  Dlack  crosses  show  where  Reed  teachers  have  made  addresses 
Green  circles  locate  homes  of  Reed  students 


MAP 

*!wi.<9       DiXritmdon       of 

Edueatiorval  t  Extension  Work  of 

REED  COLLEGE 


t  ••* 

* 


IS    REED  COLLEGE  AND  ITS  CITY-  WIDE  CAMPUS 


Educational  bookkeeping  needs  illustrations 


Purchasing  Methods  —  Tests  135 

4.  Is  coal  bought  by  the  British  thermal  unit  ...  or  by 
the  unanalyzed  ton  . . .  ? 

5.  Are  staple  supplies  bought  from  hand  to  mouth  at 
retail  prices  ...  or  in  advance  for  a  year  ...  at  the 
seasons  of  lowest  wholesale  prices? 

6.  Are  the  record  blanks,  letterheads,  etc.,  of  economical 
sizes?     Y...     N...     f... 

7.  Does  the  central  office  make  it  easy  for  every  person 
having  to  do  with  articles  purchased  to  employ  the 
best  modern  procedure ;  i.e.,  are  there  blanks  for  esti- 
mate requests,  description  of  use,  etc.  ?     Y. . .     N. . . 
?... 

8.  Is  the  energy  which  instructors,  deans,  and  presidents 
need  to  give  to  purchasing  reduced  to  a  minimum  by 
purchasing  methods  ?     Y...     N...     f... 

9.  Are  laboratory  supplies  safeguarded  as  carefully  as  if 
the  college  rather  than  the  students  paid  for  them? 
Y...     N...     f... 

47.     Unit  Costs  of  Other  than  Instructional  Service 

Long  before  educational  measurements  were  worked  out, 
the  business  world  had  standardized  the  cost  of  building ;  of 
repairs;  of  dietaries;  and  of  road  making.  To  find  out 
whether  a  building  is  economically  constructed  the  architect 
asks  how  much  it  cost  per  cubic  foot.  If  a  builder  estimates 
25  cents  a  cubic  foot,  the  architect  does  not  take  up  in  detail 
all  the  estimate,  because  he  knows  that  in  a  given  locality 
the  construction  cost  should  not  exceed  18  cents  per  cubic 
foot.  He  never  loses  sight  of  his  unit. 

The  business  caterer  never  loses  sight  of  the  catering  unit ; 
viz.,  the  portion  served  per  meal  per  person.  Well-managed 
college  dormitories  have  worked  out  units  of  service  by 
which  they  can  tell  from  week  to  week  whether  in  their  use 
of  sugar,  fruits,  flour,  coal,  and  attendants  they  are  living 
within  the  budget  made  possible  by  their  charges  to  students. 
See  Miami  report  1916,  page  206. 

Are  coal  prices  in  terms  of  British  thermal  units,  and  fuel 
costs  in  terms  of  cubic  feet?  Piling  up  questions  will  not 


136     Self -Surveys  by  Colleges  and  Universities 

help.  The  minute  an  administrator  admits  that  he  has  no 
unit  costs,  and  that  he  is  not  trying  to  find  them  but  would 
like  to  find  them,  the  accounting  technique  necessary  to 
record  and  disclose  them  already  exists  in  numerous  ac- 
counting textbooks. 

The  surveyor's  problem  is  to  interest  colleges  in  the  cer- 
tainty that  money  will  go  farther  if,  at  slight  cost,  mere  ex- 
pense keeping  is  supplemented  by  cost  keeping  and  unit-cost 
or  job-cost  accounting.  I  was  once  secretary  of  the  New 
York  Committee  on  Hospital  Needs  and  Hospital  Finances. 
When  it  was  suggested  that  unit  costs  be  kept  for  surgical 
supplies,  many  distinguished  hospital  officers  scouted  the 
idea.  Yet  the  president  of  Bellevue  and  Allied  Hospitals 
had  only  to  raise  the  question  with  his  supervisor  of  nurses 
in  order  to  interest  her  in  the  test.  Instead  of  giving  physi- 
cians all  the  gauze  they  wanted,  she  had  bandages  of  dif- 
ferent sizes  rolled  for  different  kinds  of  operations.  With 
what  result?  They  saved  $150  a  week  or  $7800  a  year  on 
linen  bandages  alone !  Not  only  were  the  surgeons  unaware 
that  they  had  used  less  gauze,  but  they  were  pleased  because 
it  came  to  them  in  units  most  useful  to  them. 

Likewise,  watching  college  units  of  expense  will  release 
funds  and  energy  for  increasing  units  of  service. 

48.     Revolving  Funds 

Comparisons  of  college  expenses  are  usually  unfair  to 
colleges  which  have  not  adopted  proper  systems  of  account- 
ing, because  numerous  expenses  that  have  no  direct  connec- 
tion with  cost  of  instruction  appear  in  the  same  total  with 
salaries  and  other  instructional  costs.  Many  colleges  report 
even  student  organizations'  receipts  and  disbursements  in 
the  total  receipts  and  disbursements  for  the  college.  This 
raises  the  advertised  per  capita  cost  and  also  encourages  an 
unfair  presumption  that  salaries  are  adequate.  The  fact 
that  both  debit  and  credit  sides  show  the  same  amounts  does 
not  reduce  the  misrepresentation. 

Whether  the  inclusion  of  non-educational  costs  and 
strictly  business  transactions  results  in  overstating  or  under- 


Revolving  Funds  —  Kept  Separate  13? 

stating  instructional  costs,  it  always  makes  work  harder 
than  necessary  for  college  managers. 

That  dormitories  should  stand  on  their  own  feet  finan- 
cially is  expected.  It  will  help  them  stand  there  and  free 
energies  now  diverted  from  educational  work  if  the  amounts 
spent  and  received  for  dormitories  are  treated  as  business 
capital  going  out  and  coming  back;  i.e.,  are  set  up  as  re- 
volving funds. 

The  legislature  of  1915  made  a  revolving  fund  out  of  the 
working  balance  in  the  University  of  Wisconsin's  treasury; 
i.e.,  the  amount  was  appropriated  to  the  university  to  be 
used  between  the  beginning  of  the  year  and  the  first  returns 
from  students,  but  to  be  paid  back  again  to  this  working 
capital  after  student  payments  came  in.  The  money  was 
advanced,  not  given.  The  university  could  use  it  as  a  loan, 
not  as  an  appropriation  as  formerly ;  after  being  paid  back  it 
must  be  kept  there  as  capital  for  future  advances  and  not 
used  for  increasing  salaries  or  undertaking  new  work. 

Small  colleges  have  need  for  revolving  funds.  They  do 
not  need  to  ask  contributions  for  dormitory  expenses  that 
they  charge  against  individual  students.  They  do  need 
authorization  to  stock  up  with  supplies  and  to  assume  re- 
sponsibility for  running  the  dormitory  a  year.  They  must 
have  budget  appropriations  to  cover  these  obligations.  To 
make  clear  that  these  appropriations  are  capital  advanced  to 
be  refunded  out  of  later  business  transactions,  these  funds 
are  not  given  but  are  voted  with  a  string  tied  to  them; 
that  is,  they  are  college  capital  to  be  refunded  out  of  college 
earnings  and  kept  in  a  revolving  fund. 

It  is  an  easy  matter  to  run  over  a  college  financial  state- 
ment and  to  take  out  of  the  costs  for  instruction  and  build- 
ing maintenance  those  items  that  depend  upon  business  cus- 
tomers; i.e.,  upon  pay-as-you-go  admissions.  Deans  must 
be  paid  whether  there  are  200  or  400  students.  Food  sup- 
plies will  not  be  used  for  400  students  unless  400  students 
pay  their  board  bills  in  advance.  Separate  accounting  for 
revolving  funds  will  make  it  easier  to  tell  whether  pay-as- 
you-enter  or  pay-as-you-use  business  is  charged  enough  to 


138     Self -Surveys  by  Colleges  and  Universities 

pay-as-it-goes.  The  treasurer  will  account  for  all  moneys 
handled  but  will  keep  revolving  funds  entirely  separate  in 
all  statements. 

As  above  stated,  President  Cowling  of  Carleton  College 
feels  strongly  that  in  financial  statements  that  are  going  to 
supporters  only  net  deficits  or  net  profits  should  appear. 
This  suggestion  would  apply,  of  course,  only  to  those  insti- 
tutions which  fail  to  keep  revolving  funds  entirely  separate. 

49.     Use  and  Non-Use  of  College  Space 

Most  colleges  are  either  "  building  poor "  or  "  student 
poor;  "  i.e.,  they  have  more  building  space  than  they  need  or 
can  pay  for,  or  else  they  have  more  students  than  they  can 
care  for  satisfactorily.  Building  poor  today,  student  poor 
tomorrow,  is  the  usual  story.  In  but  a  few  instances  have 
colleges  taken  the  position  that  they  will  stop  accepting  or 
trying  to  secure  students  in  excess  of  their  present  space  ca- 
pacity. Too  many  students  mean  increased  appealing 
power  —  more  buildings  —  room  for  more  students  —  more 
students  —  too  many  students  —  and  round  the  circle  again. 

There  will  be  many  surveys  and  self -surveys  where  no 
questions  will  be  asked  about  buildings.  Sooner  or  later, 
however,  every  college  will  become  interested  in  its  use 
of  space.  Has  it  enough  space  —  indoors,  outdoors  ?  Is 
it  making  enough  use  of  present  space  ?  How  can  it  prove 
its  needs  for  more  space?  How  can  it  interest  possible 
donors  in  providing  more  space? 

As  part  of  an  inventory  which  every  college  ought  to 
have  immediately  available  is  a  list  of  its  properties,  with 
a  statement  showing  for  what  purpose  and  for  how  many 
and  which  hours  of  the  week  and  year  each  portion  of  this 
space  is  used.  Secondly,  a  forecast  should  be  always  on 
hand  showing  what  the  space  conditions  ought  to  be  ten 
years  ahead,  provided  the  present  rate  of  growth  continues 
or  projected  extensions  are  consummated. 

Only  by  having  and  studying  such  evidence  can  colleges 
be  foresighted,  thrifty,  and  statesmanlike  in  the  use  of  their 
opportunity. 


Smith  Advertises  Non-Use  of  Space          139 


"  Our  buildings  are  not  as  crowded  at  all  hours  of  the  day  as  some  per- 
sons have  imagined."  From  Annual  Report  of  President  Burton  of  Smith 
College,  for  1916. 


140     Self -Surveys  by  Colleges  and  Universities 

In  addition  to  listing  facts  properly  classified  as  to  space, 
purpose,  use,  partial  use,  and  non-use,  colleges  need  current 
graphic  exhibits  of  these  facts. 

Three  different  ways  of  showing  the  use  of  a  room  are 
given  on  the  opposite  page,  borrowed  from  Record  Aids  in 
College  Management. 

Imaginative  use  of  college  property  is  just  beginning. 
No  longer  are  colleges  satisfied  with  athletic  grounds  used 
only  or  principally  for  teams  and  intercollegiate  games. 
Advertising  in  black  the  large  percentage  of  time  when 
grounds  are  not  used  will  raise  the  question  whether  part 
of  the  campus  should  be  made  into  tennis  courts;  whether 
gymnastics  should  be  outdoors  as  well  as  indoors;  whether 
tillable  lands  can  be  used  for  both  growing  vegetables  and 
teaching  agriculture,  etc.  Similarly,  when  confronted  with 
non-use  or  partial  use  of  laboratories,  auditoriums,  large 
lecture  rooms,  basement  space,  garret  space,  gymnasium,  a 
college  will  ask  whether  its  greatest  need  is  for  more  space 
or  for  more  salaries  with  more  use  of  existing  space.  Ak- 
ron's municipal  university  found  that  by  placing  a  row  of 
lockers  two  feet  wide  between  the  original  desks,  eight 
feet  apart,  it  could  accommodate  1 1 1  instead  of  48  students 
in  the  same  laboratory. 

Several  convictions  that  favor  limited  use  of  space  are 
current  among  colleges.  Many  instructors  sincerely  be- 
lieve that  room  efficiency  is  incompatible  with  teaching 
efficiency ;  i.e.,  that  only  by  a  high  percentage  of  non-use  and 
partial  non-use  of  space  can  colleges  approximate  the  best 
use  of  teachers.  Again,  regarding  units  in  laboratories 
there  are  certain  fixed  practices  which  are  believed  to  pro- 
duce best  instructional  results,  although  under-use  of  space 
is  the  price. 

So  far  as  these  convictions  are  based  on  facts,  they  will 
obviously  be  strengthened  by  submission  of  those  facts.  So 
far  as  they  are  contrary  to  fact  educators  will,  of  course, 
prefer  to  abandon  convictions.  For  example,  it  is  believed 
by  many  that  afternoon  meetings  of  instructor  with  students 
are  not  as  productive  as  morning  meetings.  Instructors 


Three  W ays  of  Showing  Use  of  Rooms       141 


HO.  1 

CapBo- 
ity  48 

latin 

Ho.  4 
Capac- 
ity 40 

»o.  5 
Capac- 
ity 27 

Vo.  6 
Oapao- 
Ity  26 

lo.  7 

Capao- 
ity  32 

londay  1st  hr. 
£4      - 
3d      * 
4th    » 
Bth    « 
6th    *• 

Bas.24 

lat.23 

lAt.15 

ltoth.25 

lat.  23 

Sng.  22 

iat.23 

lat  .22 

Math.  6 

FT.    :LS 

lat.23 

Lat*22 

ltoth.27 

FT.     23 

Lat.24 

lat.  6 

LBt.23 

•ath.26 

FT.     22 

lat.  7 

lAt. 

Vassar's  Method  (Annual  Report),  Room  I,  capacity  48. 


Monday  Tuesday  Ved'da 


No.  2,  for  Room  I.    Non-use,  black ;  partial  use,  fraction. 


Sat*  da: 


No.  3,  Alternative  of  No.  2.    Non-use,  black ;  partial  use,  fraction. 


142     Self -Surveys  by  Colleges  and  Universities 

who  prefer  afternoon  meetings  with  students  insist  that 
morning  hours  should  be  reserved  by  instructors  for  study 
and  that  afternoon  recitations  are  equally  productive  for 
students.  It  is  a  simple  matter  to  list  the  morning  and  after- 
noon hours  for  each  student,  each  subject,  and  each  instruc- 
tor. Such  a  list  will  show  that  many  faculty  members  try 
to  have  most  of  their  work  in  afternoons,  while  some  try 
to  crowd  all  of  their  work  into  two  or  three  hours. 

Reasons  why  some  instructors  prefer  afternoon  work 
will,  when  confronted  with  reasons  why  others  deplore  it, 
leave  a  small  degree  of  uncertainty  as  to  relative  benefits 
for  students  of  afternoon  and  morning  hours.  This  un- 
certainty can  easily  be  tested  by  comparing  different  sections 
in  the  same  courses  and  work  of  the  same  students  for  the 
two  periods.  Questions  to  older  students  and  alumni  will 
help.  See  Exhibit  III. 

Many  instructors  are  convinced  that  they  work  better 
each  in  his  own  room  than  by  sharing  rooms  with  other 
instructors.  Again,  many  instructors  believe  that  they  work 
better  in  rooms  reserved  for  their  own  subjects;  i.e.,  that 
each  subject  has  an  atmosphere  of  its  own  which  is  more 
or  less  if  not  entirely  destroyed  when  mixed  with  other  sub- 
jects' atmosphere.  If  this  belief  is  correct,  it  is  uneconomi- 
cal even  when  necessary  to  have  German  and  English,  or 
physics  and  history,  in  the  same  room.  If  it  is  incorrect, 
it  is  wasteful  even  when  possible  to  reserve  a  room  for  a 
subject  or  a  man.  Whether  it  is  correct  or  not  can  be 
learned  only  by  asking  questions  like  these : 

1.  What  subjects  and  what  instructors  now  share  use  of 
each  room? 

2.  What  physical  inconveniences  do  instructors  experi- 
ence? 

3.  Must  instructors  hurry  out  of  rooms,  so  that  con- 
ferring with  students  after  classes  is  impossible?     Is 
there  inadequate  office  space  for  conferences? 

4.  Are  facilities  lacking  for  filing  papers  and  other  ma- 
terials necessary  or  valuable  to  instruction?     N. . . 
Y.. 


Wrong  Way  to  Show  Space  Use  143 

5.  Is  it  so  difficult  to  use  wall  space  for  instructional  pur- 
poses that  this  asset  is  practically  neglected;  i.e., 
would  wall  maps  of  different  courses  interfere  with 
one  another?     Y...     N... 

6.  Must  an  instructor  hold  different  classes  in  different 
rooms?     Y...     N...     ?... 

7.  Do  students  lose  interest  in  English  if  English  shares 
rooms  with  other  subjects,  or  if  rooms  reserved  for 
English   are   widely   separated   from   one   another? 
Y...     N...     ?... 

8.  Are  difficulties  of  departmental  conferences  so  great 
that  teachers  of  the  same  subject  do  not  meet  in- 
formally?    Y...     N...     ?... 

9.  How  are  these  disadvantages  reflected  concretely  in 
student  benefits  and  faculty  spirit? 

10.     Is    existing    space    properly    "mobilized"?     Y. . . 
N...     f... 

In  comparing  space  use  with  non-use  of  space,  an  ounce 
of  local  experience  is  worth  a  ton  of  comparison  with  other 
colleges.  When  local  comparison  is  made  it  behooves  fac- 
ulty members  to  consider  one  comparison  more  seriously; 
viz.,  comparison  between  benefits  that  would  result  from 
more  space  with  benefits  that  would  result  from  more  men 
and  larger  salary  funds.  Instructors  can't  eat  their  cake 
and  have  it  too.  There  comes  a  time  in  every  college  where 
more  space  means  harder  work  to  secure  funds  for  more 
men  and  more  funds  for  each  man. 

How  not  to  study  use  and  non-use  of  college  space  is 
brilliantly  set  forth  by  the  Iowa  Survey  Commission  re- 
ferred to  above  and  a  little  later  in  the  section  on  averages. 
The  essence  of  the  method  is  given  in  the  following  formula 
used  by  the  commission,  which  finds  average  occupancy  by 
adding  its  maximum  and  minimum  and  dividing  by  two : 

Average    occupancy    (20)  X  periods    used    (18) 360 

Capacity  (36)  X  periods  in  week  (44)  ~  1584  ~" 

22.7  per  cent  occupancy  time 


144     Self -Surveys  by  Colleges  and  Universities 

Will  college  managements  take  any  room  in  any  building, 
apply  this  formula,  and  see  how  far  it  helps  them  decide 
where  they  have  non-used  or  only  partially  used  space? 
Vassar  published  the  capacity  and  number  using  each  room. 
No.  32  has  occupancy  ranging  from  i  to  56 ;  half  this  sum 
is  28.5.  Is  this  average  occupancy?  If  the  total  use  is 
divided  by  the  total  hours,  the  average  is  14.7,  not  28.5 ! 

50.     The  Working  Week 

Practically  every  effort  which  heretofore  has  been  made 
to  ascertain  how  much  time  college  work  requires  of  the 
teaching  staff  has  been  met  with  protests  against  "  wrong- 
headed  and  deplorable  applications  of  the  efficiency  idea." 
Yet  regarding  few  aspects  of  academic  work  has  there  been 
more  misunderstanding. 

The  stock  story  in  Wisconsin  is  illustrative :  A  legislator 
asked  a  professor  how  many  hours  he  worked.  The  pro- 
fessor answered,  "  Eight."  The  legislator,  whose  unit  was 
a  day  rather  than  a  week,  commented :  "  Well,  eight  hours 
is  a  good  full  day  for  any  man."  For  the  farmer,  clerk, 
banker,  housewife,  or  teacher  who  contributes  to  support 
a  state  university  it  is  difficult  to  fill  out  the  rest  of  the  week 
for  an  instructor  who  has  only  four  or  seven  or  ten  or  even 
fifteen  hours  of  classroom  instruction  during  a  whole  week. 

Because  definite  information  has  been  lacking  to  help  in- 
quirers fill  out  the  faculty  members'  week,  great  numbers 
conclude  that  college  teaching  is  a  "  snap  "  compared  with 
earning  money  in  other  ways.  Nor  has  the  misunderstand- 
ing been  removed  by  saying  generally  that  much  time  is 
required  to  prepare  for  meeting  students. 

Of  Wisconsin's  faculty  members  402  estimated  for  a 
typical  week  the  number  of  hours  given  to  instructional  pur- 
poses, including  time  given  to  class  work,  reading  students' 
papers,  conferences  with  students,  services  as  student  ad- 
viser, and  personal  preparation  for  courses.  19  reported 
over  60  hours,  18  reported  16  hours  or  less.  The  details 
for  all  ranks  are  shown  here  graphically  because  of  the 
questions  they  raise. 


Instructors'  Working  Week 

Time  given  to  instructional  purposes  —  all  ranks  —  all  col- 
leges, University  of  Wisconsin 

(Includes  time  given  to  class  work,  reading  students'  papers,  conference 
with  students,  services  as  student  adviser,  personal  preparation 
for  courses) 

3  hrs.  or  less 

7  hrs. 

8  hrs. 

9  hrs. 
10  hrs. 

11-15  hrs. 
16-20  hrs. 
21-25  hrs. 
26-30  hrs. 
31-35  hrs. 
36-40  hrs. 
41-45  hrs. 
46-50  hrs. 
51-55  hrs. 
56-60  hrs. 
Over  60  hrs. 


Members  of  faculty  giving  over  30  and  40  hours  a  week  to 

students 


146     Self -Surveys  by  Colleges  and  Universities 

In  Wisconsin  the  president  stated  that  15  hours  a  week 
was  the  total  number  of  hours  which  it  was  expected  an 
instructor  would  give  to  the  university  in  the  form  of  class- 
room time  plus  research. 

While  private  colleges  have  not  been  subject  to  much 
outspoken  criticism,  they  are  subject  to  much  misunder- 
standing. Even  their  own  trustees  find  it  difficult  to  appre- 
ciate that  presidents  and  deans  mean  what  they  say  when 
they  complain  about  overburdened  instructors  whose  over- 
burdening is  illustrated  by  saying  that  they  have  10  or  12 
or  15  hours  of  instruction  besides  clerical  work,  research, 
committee  assignments,  and  the  innumerable  miscellanies  of 
faculty  work. 

The  shortest  cut  to  understanding  and  to  steps  which  will 
correct  inequitable  assignments  of  work  is  for  faculties 
themselves  to  keep  such  a  record  of  their  working  week 
that  successful  misrepresentation  will  be  impossible. 

Toledo  University  now  asks  its  faculty  to  distribute  the 
time  given  to  the  university  under  these  five  heads:  In- 
struction, research  for  instruction,  administration,  extension, 
public  —  i.e.,  municipal  —  service  (a)  research,  (b)  admin- 
istration. It  began  by  giving  the  number  of  hours,  but  the 
faculty  protested,  and  now  they  give  the  time  in  percentages. 
The  Wisconsin  Central  Board  of  Education  asked  for  an 
accurate  time  record  for  university  and  normal-school  in- 
structors. Upon  protest  this  was  changed  to  the  percentage 
system.  It  seems  curious  that  college  faculties  will  resent 
giving  accurate  figures  when  willingly  and  innocently  they 
will  give  the  percentage  distribution  from  which  a  fifth- 
grade  arithmetic  class  can  compute  the  exact  amounts.  The 
time  spent  in  classrooms  is  officially  recorded  now.  To  re- 
port it  in  percentages  conceals  nothing,  but  merely  fosters 
guesswork  and  compels  extra  figuring. 

Whatever  objection  there  may  be  to  publishing  broadcast 
the  distribution  of  instructors'  time  certainly  applies  not  at 
all  to  the  budgeting  by  each  instructor  of  his  own  time; 
only  slightly  to  the  budgeting  for  departmental  study;  and 
not  dangerously  to  budgeting  for  confidential  use  by  deans, 


Purdue's  Study  of  Working  Hours  147 

president,  and  trustees  in  determining  standard  require- 
ments and  compensations. 

In  the  table  on  pages  148-149  quarter  hours  are  called  for 
because  they  reduce  to  a  minimum  the  tendency  of  over- 
statement or  understatement.  It  is  not  necessary  that  this 
table  be  filled  out  for  every  day  in  the  year.  It  is  neces- 
sary that  it  be  filled  out  for  a  typical  period,  perhaps  a  fort- 
night, and  special  pains  should  be  taken  to  indicate  what, 
if  any,  exceptional  circumstances  obtained  during  the  fort- 
night recorded. 

With  the  table  once  filled  out  it  is  possible  to  decide 
equitably  where  less  work  should  be  assigned;  where  more 
work;  what  adjustments  should  be  made  because  of  the 
necessity  to  review  student  papers. 

Purdue's  annual  report  for  1915-1916  speaks  of  an  ex- 
haustive study  of  teachers'  working  hours  during  the  two 
preceding  years  which  showed  variations  in  the  hours  of 
work  which  "  in  a  few  instances  reveal  a  situation  for  cor- 
rection." Unfortunately  the  details  are  given  in  averages. 
Even  these  averages,  however,  show  suggestive  differences. 
In  arts  and  sciences  27.4  hours  a  week  were  given  for  class- 
room instruction;  in  natural  sciences  for  classroom  and 
laboratory  instruction  the  total  was  32.7;  in  practical  me- 
chanics for  mainly  laboratory  instruction,  39.4  hours. 

A  "  satisfactory  standard  of  hours  of  duty  "  was  officially 
promulgated  as  the  result  of  this  study,  as  follows: 

For  heads  of  schools  and  departments  with  minimum  ad- 
ministrative duties,  ten  class  hours  per  week,  equivalent  to  250 
student  hours. 

For  professors  and  instructors  without  administrative  work, 

a.  Giving  only  classroom  instruction,  fifteen  class  hours 

and  375  student  hours. 

b.  Purely  laboratory  instruction,  thirty  class  hours  and 

600-700  student  hours. 

c.  Mixed  classroom  and  laboratory  instruction,  twenty 

class  hours  and  500  student  hours. 

For  assistants  without  responsibility  for  class  instruction, 
thirty  to  thirty-five  hours  per  week  for  departmental  work. 


148     Self-Surveys  by  Colleges  and  Universities 


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150     Self -Surveys  by  Colleges  and  Universities 

These  suggestions  are  inserted  here  at  the  last  minute 
even  though  a  few  pages  too  early,  because  they  give  valu- 
able testimony  and  because  they  illustrate  so  well  the  ad- 
vantage of  having  at  each  college  the  clearing  house  for  in- 
formation that  is  later  advised. 

51.     Teaching  Load  of  Instructors 

To  learn  the  elements  of  the  teaching  load  the  first  step 
is  to  secure  for  each  person  having  instructional  relations 
with  students  the  following  facts : 

1.  Total  registrations  in  each  class. 

2.  Withdrawals. 

3.  Net  registrations. 

4.  Number  receiving  credit. 

5.  Number  of  credits  received. 

6.  Number  failed. 

This  information  is  either  available  or  easily  obtainable  for 
every  faculty.  Beyond  this  information  there  are  several 
differences  of  opinion  as  to  what  should  be  counted  in  the 
teaching  load.  In  fact,  authorities  disagree  as  to  whether 
the  load  credited  to  each  instructor  should  include  persons 
who  do  not  obtain  credits ;  most  of  the  tables  thus  far  pub- 
lished have  excluded  that  part  of  the  actual  load  which  is 
represented  by  students  who  fail. 

Faculty  members  will  soon  protest  against  excluding  from 
their  load  those  elements  which  make  the  harness  gall.  The 
student  who  fails  is  apt  to  receive  more  attention  and  more 
worry  —  i.e.,  to  be  a  greater  load  —  than  five  students  who 
receive  credits  summa  cum  laude.  If  feasible,  faculties 
should  undoubtedly  demand  that  students  who  come  if  only 
for  a  week  and  drop  out  be  counted  as  part  of  their  load. 
For  some  time  to  come  surveyors  will  do  better  to  state 
at  least  the  total,  including  all  who  remain  through  the  course 
whether  they  obtain  credit  or  not.  If  the  blank  calls  for 
credit  and  non-credit  students,  but  little  clerical  work  is  in- 
volved in  giving  both  teaching  loads ;  i.e.,  with  and  without 
failures  and  withdrawals. 


The  Teaching  Load  151 

The  possibility  of  standardizing  the  load  is  being  widely 
discussed.  President  R.  M.  Hughes  of  Miami  University  in 
his  annual  report  suggests  240  and  275  student  credit  hours 
as  reasonable  limits.  Whether  for  a  particular  college  these 
limits  are  reasonable  can  more  easily  be  decided  when  the 
factors  for  each  instructor  are  compiled.  (Later  Presi- 
dent Hughes  fixed  upon  300  as  the  right  average. ) 

Several  reasons  will  be  urged  by  faculties  against  accept- 
ing either  credit  totals  or  registration  totals  as  a  fair  ex- 
pression of  the  teaching  load;  e.g., 

1.  240  credit  hours  or  240  registration  hours  in  English 
do  not  represent  the  same  drain  upon  a  teacher  as 
240  hours  in  Latin. 

2.  A  lecture  or  demonstration  for  which  preparation 
must  be  made  does  not  represent  the  same  teaching 
load  as  a  lecture  or  demonstration  for  which  no  prep- 
aration is  required. 

3.  A  course  given  for  the  fifth  time  might  have  the  same 
registration  or  credit  hours  as  when  given  the  first 
time,  yet  the  teaching  load  is  appreciably  diminished. 

4.  A  laboratory  course  which  permits  faculty  research 
while  supervising  students'  experiments  does  not  rep- 
resent the  same  load  as  a  course  which  requires  con- 
stant attention  to  students. 

5.  A  history  lecture  during  which  the  instructor  tries  out 
a  new  book  upon  his  students  is  not  equal  as  a  load 
to  a  history  lecture  which  reviews,  condenses,  and  il- 
luminates other  men's  books,  although  it  may  be  of 
superior  value. 

6.  In  spite  of  appearances  from  the  number  of  hours  and 
number  of  students  taught,  the  teaching  load  of  240 
credits  for  a  young  instructor  does  not  represent  the 
same  load  as  240  credits  for  that  same  instructor  ten 
years  later. 

7.  The  instructor  who  knows  and  cares  for  his  students 
has  not  the  same  load  as  one  who  never  sees  his  stu- 
dents out  of  class  and  does  not  try  to  fit  his  work  to 
their  needs  and  abilities. 


152     Self -Surveys  by  Colleges  and  Universities 

Attempts  to  ascertain  and  equalize  teaching  loads  will  lead 
faculties  to  welcome  requests  and  devices  for  recording  and 
reporting  non-teaching  loads  cfrawn  for  their  colleges. 

Instead  of  teaching  load  the  Iowa  Survey  Commission  en> 
ployed  the  term  student-clock-hour.  It  is  to  be  regretted 
that  such  a  confusing  and  meaningless  term  should  have 
been  given  currency  in  a  publication  of  the  United  States 
Bureau  of  Education  over  names  which  include  two  uni- 
versity deans,  two  presidents,  and  the  Bureau  of  Education's 
specialist  in  higher  education.  The  method  which  is  cited 
above  to  illustrate  the  futility  of  averages  was  as  follows: 
The  instructor's  teaching  load  was  computed  in  terms  of 
the  time  spent  by  students  in  lecture,  quiz,  or  laboratory; 
i.e.,  student-clock-hour.  Although  a  difference  between  a 
laboratory  hour  or  a  quiz  hour  or  a  lecture  hour  by  an  in- 
structor is  recognized,  it  is  treated  as  a  detail  to  be  ironed 
out  in  averages.  Differences  between  undergraduate  and 
graduate  work  are  conceded,  but  are  to  be  ironed  out  in 
averages  which  "  perhaps  may  be  taken  as  the  reasonable 
norm." 

Only  a  morass  of  confusion  and  conflict  can  be  con- 
structed out  of  studies  of  the  teaching  load  which  are  based 
upon  departmental  averages,  norms,  and  perhapses. 

Yet  the  Association  of  American  Colleges  Bulletin,  Feb- 
ruary, 1917,  prints  in  its  revised  edition  of  The  Efficient 
College  an  elaboration  of  this  student-clock-hour  method  of 
computing  cost. 

It  must  be  conceded  that  if  the  only  fact  wanted  is  the 
payroll  cost  of  student  meetings  with  instructor,  and  if 
secondly  no  part  of  the  instructor's  time  is  to  be  counted 
except  that  which  he  spends  in  meeting  students,  the  unit 
cost  per  student-clock-hour  will  be  comparable  and  useful. 
Before  extensively  accepting  this  unmodified  unit,  however, 
colleges  would  well  count  the  certainty  that  the  cost  of  being 
ready  to  meet  students  will  be  in  many  cases  grossly  un- 
derstated by  the  cost  of  time  spent  with  students. 

Of  especial  importance  is  it  that  the  student-clock-hour 
shall  by  no  one  be  used  as  the  basis  of  equalizing  salaries 


Teaching  Load  A bhors  Averages  153 

or  loads  within  a  faculty  or  of  giving  promotion  to  faculty 
members  —  for  reasons  stated  above  on  page  151.  As 
President  Burton  declared  after  a  chart  showing  size  and 
number  of  class  sections  for  the  first  semester  1915—1916: 

"  General  ratios  of  faculty  to  students  are  of  value,  but  the 
vital  question  concerns  the  actual  distribution  of  the  students 
in  relation  to  the  faculty.  The  college  might  boast  of  one  in- 
structor to  every  seven  or  eight  students,  but  be  permitting 
conditions  in  the  classroom  which  would  be  almost  intolerable." 

52.  Distribution  of  Non-Teaching  Load 
To  him  who  carrieth  it  shall  be  given,  is  the  rule  for 
distributing  non-teaching  loads  in  colleges.  Benjamin 
Franklin  said  that  the  rnan  who  has  already  done  you  a  favor 
will  be  more  apt  to  help  you  out  of  trouble  than  the  man 
whom  you  have  helped.  The  college  version  is  that  faculty 
members  who  have  already  made  sacrifices  by  serving  on 
committees  and  carrying  other  extra-instructional  loads  are 
the  ones  who  will  best  carry  the  next  load.  Similarly,  it  is 
the  man  who  has  already  taken  time  from  recreation,  study, 
and  home  in  order  to  help  students,  and  not  the  man  who 
has  evaded  out-of-class  claims,  who  will  receive  next  week's 
calls  from  students. 

After  making  modifications  .to  fit  local  conditions,  self- 
surveyors  will  do  well  to  secure  periodically  from  all  faculty 
members  a  time  distribution  of  extra-instructional  loads  as 
per  the  table  on  page  148. 

53.    Record  of  Classes 

The  most  important  single  storehouse  of  knowledge  about 
a  college  is  its  record  of  the  instructor's  classes;  the  ques- 
tions it  asks ;  the  answers  on  it ;  the  date  it  is  filled  out ;  the 
uses  made  of  it. 

As  to  information  called  for  surveyors  will  look  for 
these : 

1.  Name  of  each  study  taught  or  directed. 

2.  Number  of  each  course. 

3.  Days  of  week,  scheduled  hours,  room  number. 


154     Self -Surveys  by  Colleges  and  Universities 

For  recitation. 

For  lecture. 

For  quiz  section. 

For  laboratory. 

For  thesis  course. 

For  supervising  student  research. 

For  administrative  duties,  committee  work,  stu- 
dent adviser,  assigned  investigation,  inspection  of 
schools,  etc. 

4.  Total  number  of  students  —  men  and  women,  classi- 
fied in  separate  columns  for  graduates,  seniors,  jun- 
iors, sophomores,  freshmen,  specials,  auditors. 

5.  Grand  total  of  students  —  men  and  women. 

6.  Grand  total  of  hours. 

7.  Withdrawals  from  classes  between  the  time  of  the 
original  enrollment  and  the  time  of  sending  in  blanks. 

8.  Classes  of  students  for  such  exceptional  divisions  as 
military  drill,  physical  education,  outdoor  games,  rest 
hour,  calisthenics,  music,  etc. 

9.  Date  of  signing  blank. 

10.  Date  of  return  of  blank  by  instructor  and  receipt  of 
blank  by  president's  office. 

11.  Date  on  which  blank  must  be  at  president's  office. 

12.  Degree  of  responsibility  for  courses  and  sections. 

13.  Whether  blank  is  filled  out  by  the  person  whose  classes 
are  reported  or  by  a  representative. 

14.  Signature  of  instructors.     In  a  very  large  number 
of  cases  the  signature  is  apparently  by  the  registrar's 
clerk,  since  the  handwriting  is  the  same  for  the  ma- 
jority of  instructors. 

Comparing  information  furnished  with  information  called 
for,  surveyors  will  note  discrepancies  like  these : 

1.  Blanks  not  filled  out  for  name  of  study,  number  of 
course,  number  of  students,  totals,  recitation  hours, 
days  of  week,  hour,  number  of  room  and  building,  to- 
tal hours. 

2.  Office  hours  included  in  total  instruction  hours. 


Class  Records:  Discrepancies  155 

3.  Name  of  department  or  field  written  instead  of  name 
of  study. 

4.  Errors  in  addition  of  hours. 

5.  Errors  in  addition  of  students. 

6.  Total  hours  stated  for  the  semester  instead  of  for 
the  week. 

7.  No  statement  of  work  at  all. 

8.  "  Thesis    course "    not   clearly   defined   to   indicate 
whether  thesis  course  is  spoken  of  or  the  assignment 
of  a  thesis  in  some  regular  course. 

9.  Preparation  hours  included  in  total  recitation  or  lab- 
oratory hours. 

10.  Hour  of  day  written  in  columns  for  total  laboratory 
hours. 

1 1.  All  students  in  all  sections  reported  by  each  instructor 
where  large  general  class  is  divided  into  5  or  10  or  20 
sections. 

12.  Time  and  place  reported  on  a  semester  record  in  dis- 
agreement with  the  time  and  place  on  record  with  the 
committee  on  time  and  place,  and  with  the  classroom 
cards  posted  outside. 

13.  Semester  report  books,  while  arranged  alphabetically, 
not  divided  according  to  letters,  so  that  to  find  names 
involves  waste  of  time. 

14.  No  index  by  which  departmental  totals  or  totals  by 
rank  of  instructors  can  be  found.     It  is  necessary  to 
consult  a  directory,  the  catalog,  or  roster  without  cer- 
tainty that  all  faculty  members  participating  in  in- 
struction will  be  included  there. 

15.  Research  work  disposed  of  by  the  mere  word  "re- 
search "  written  across  the  sheet,  without  any  speci- 
fication as  to  hours  or  place  or  subject. 

1 6.  Research  supervision  described  under  such  a  heading 
as  "  hours  arranged  with  each  student  for  research." 

54.     Small  Classes 

The  first  question  to  ask  about  small  classes  is  not  whether 
they  ought  to  be,  but  how  many  there  are  in  each  subject 


156     Self -Surveys  by  Colleges  and  Universities 

and  under  each  instructor.  Grouping  of  classes  into  five  or 
fewer  and  six  to  ten  is  not  satisfactory,  for  such  grouping 
conceals  significant  facts  about  the  smallest  classes  of  one, 
two,  three,  or  four  students.  The  number  of  each  size 
should  be  stated. 

Since  many  instructors  carry  individual  students  or  small 
groups  as  a  labor  of  love  from  special  interest  in  their  sub- 
ject, it  is  important  to  know  how  many  other  classes  each 
instructor  has  who  is  recorded  as  having  small  classes. 

Some  institutions  prohibit  by  law  or  by  agreement  classes 
of  fewer  than  five  or  fewer  than  ten.  In  such  cases  prac- 
tice should  be  compared  with  law. 

At  what  time  the  dean  or  responsible  committee  or  presi- 
dent first  learns  of  the  intention  to  organize  a  small  class, 
and  whether  or  not  facts  justifying  this  intention  are  given 
to  these  officers  and  to  trustees,  are  important  questions  for 
surveyors.  No  board  of  trustees  should  be  without  infor- 
mation as  to  the  reasons  in  each  case  for  spending  what,  in 
the  absence  of  clear  reasons,  would  be  a  disproportionate 
amount  of  energy  and  money  on  students  in  small  classes. 
Why  should  not  college  catalogs  declare  a  presumption 
against  courses  for  fewer  than  six  or  ten  in  a  class  and  an- 
nounce that  only  for  exceptional  reasons  —  stated  and  ap- 
proved in  writing  —  will  such  classes  be  organized? 

Operation  cost  is  not  the  only  cost  of  small  classes.  A 
class  of  one  in  a  room  for  56  means  a  heavy  capital  cost, 
particularly  when  this  room  is  counted  as  occupied  in  ap- 
peals for  new  buildings.  Millions  of  dollars  are  represented 
by  conditions  like  these: 

6  students  in  a  room  for  48. 

4  students  in  a  room  for  36. 

4  students  in  a  room  for  32. 

4  students  in  a  room  for  50. 

3  students  in  a  room  for  33. 

55.     Control  of  Faculty  Research 
Other  things  being  equal,  the  American  college  instruc- 
tor will  go  to  the  institution  which  talks  about  research, 


Capital  Cost  of  Small  Classes  15? 

puts  a  premium  on  research,  promotes  research,  rebates 
teaching  hours  in  order  to  permit  research. 

Whether  written,  spoken,  or  merely  "  in  the  air,"  teach- 
ing hours  and  teaching  methods  of  American  faculties  are 
being  materially  influenced  by  the  research  idea  and  re- 
search cult.  Either  colleges  must  control  research  or  re- 
search will  control  colleges  to  the  disregard  of  all  consid- 
erations except  research. 

The  proposition  of  time  that  should  be  given  to  research 
and  to  instruction  is  matter  of  disagreement.  Wisconsin's 
faculty  answers  ranged  from  one-quarter  research  to  three- 
quarter  research.  Little  headway  can  be  made  by  trying  to 
secure  an  agreement  in  theory.  The  first  step  is  to  secure 
a  record  such  as  is  called  for  in  the  time  record  for  the  work- 
ing week,  that  will  show  how  much  time  and  energy  go  to 
what  is  called  faculty  research. 

Because  research  does  not  necessarily  discover  or  produce, 
it  is  necessary  to  ask  questions  about  the  products  of  re- 
search and  to  compare  these  products  with  other  time  and 
money  costs.  It  is  not  safe  to  trust  the  educational  litera- 
ture of  any  researcher's  field  or  to  trust  the  candor  of  his 
colleagues.  The  institution  which  employs  him,  which 
credentials  him,  and  which  adjusts  its  program  to  his  re- 
search owes  it  to  the  rest  of  its  work  to  provide  special 
audit  of  his  research  results. 

The  effect  of  research  upon  teaching  and  upon  college 
team  work  and  atmosphere  requires  study  by  officers  and 
trustees.  Self-surveyors  cannot  afford  to  take  it  for  granted 
that  time  spent  on  research  means  time  profitably  spent, 
nor  may  it  be  taken  for  granted  that  research  success  is  not 
jeopardizing  other  equally  important  activities.  If,  as  the 
research  enthusiasts  maintain,  there  cannot  be  efficient 
teaching  unless  the  teacher  is  conducting  research,  then 
obviously  the  most  effective  control  of  research  is  via  con- 
trol of  teaching  method  and  product. 

President  Butler  advises  for  Columbia  an  administrative 
board  of  research  separate  and  apart  from  the  university 
council,  but  responsible  to  it,  whose  duty  it  would  be  (a) 


158     Self -Surveys  by  Colleges  and  Universities 

to  receive  suggestions  for  systematic  investigations  from  in- 
dividual officers  and  departments,  (b)  to  review  them, 
(c)  to  rank  them  in  order  of  precedence  in  claim  upon 
next  year's  budget,  and  (d)  to  discourage  duplication. 

56.     Cost  of  Faculty  Research 

With  few  exceptions  contemporary  discussions  of  college 
costs  fail  to  recognize  that  faculty  research  has  its  own 
costs.  Instead,  research  costs  are  unspecified  and  imbedded 
in  instructors'  salaries.  Even  the  Iowa  Survey  Commis- 
sion's admirable  plan  for  setting  up  expenditures  does  not 
mention  research.  Occasionally  there  are  appeals  for  re- 
search chairs  or  for  buildings  and  equipment,  the  annual 
maintenance  of  which  will  later  be  charged  to  teaching. 

The  two  nearest  approaches  to  segregating  research  costs 
are  in  the  biennial  estimates  of  the  University  of  Wiscon- 
sin, where  for  several  years  research  cost  has  been  esti- 
mated at  from  "  one  third  to  one  fourth  of  the  total  run- 
ning expenses  " ;  and  in  Toledo  University,  where  faculty 
members  report  to  the  president  specifically  on  regular  ten- 
day  time  sheets  the  proportion  of  time  given  inter  alia  to 
scientific  studies  and  to  research  for  the  municipality. 

The  best  first  step  in  ascertaining  the  dollar  cost  of  re- 
search will  be  to  fill  out  the  time  distribution  card  on  page 
148.  This  will  show  not  merely  a  total  or  an  average  cost 
for  research,  but  the  detail  cost  in  time  for  each  instructor 
and  each  subject.  Whether  time  cost  means  money  cost  de- 
pends upon  whether  time  given  to  research  is  part  of  or  in 
excess  of  the  minimum  number  of  hours  which  is  expected 
as  full-time  service. 

Whether  a  college  prescribes  any  minimum  time  that  must 
be  given  to  research  or  any  minimum  time  that  must  be 
given  to  instruction  should  be  learned.  Few  colleges  as 
yet  have  any  understanding  as  to  the  amount  of  time  which 
must  or  may  go  to  research.  At  Wisconsin  the  president 
expects  every  instructor  to  give  a  minimum  of  15  hours  a 
week  ta  research  plus  teaching,  and  counts  every  hour  less 
than  15  hours  a  week  as  a  rebate  chargeable  against  re- 


Questions  or  Notes  159 

For  Questions  or  Notes  by  the  Reader 


160     Self -Survey  3  by  Colleges  and  Universities 

search;  the  dean  of  arts  and  sciences  considers  that  the 
rebates  are  due  to  "  demand  and  supply  "  regardless  of  re- 
search; the  dean  of  agriculture  keeps  a  cost  accounting  for 
research. 

In  the  small  colleges  an  instructor  must  do  his  research 
in  his  own  time  if  at  all,  in  addition  to  doing  a  full  week's 
work  of  instruction.  Even  in  the  large  colleges  instruc- 
tors usually  make  their  bargain  for  teaching  hours,  irrespec- 
tive of  any  obligation  or  inclination  to  do  research  work  in 
other  hours.  To  be  sure,  it  is  customary  to  cite  opportunity 
for  research  among  inducements  which  a  college  has  to  offer. 
As  a  rule  a  college  wishing  a  particular  man  will  offer  him 
a  maximum  of  ten  or  eight  or  even  four  hours  a  week,  per- 
haps not  even  indirectly  for  the  sake  of  promoting  his  re- 
search but  for  the  sake  of  securing  that  particular  man  and 
his  reputation  or  promise. 

For  reasons  stated  on  pages  157  and  325  ff.,  colleges  must 
soon  in  self-defense  find  out  what  research  does  for  and  to 
instruction  and  what  it  costs. 

In  his  annual  report  for  1916  President  Butler  of  Colum- 
bia asks  for  $6,000,000  for  endowment  of  research  in  ap- 
plied sciences;  $1,000,000  for  endowment  of  legal  research 
and  inquiry;  and  $2,000,000  for  research  in  political  sci- 
ence, philosophy,  and  pure  science.  Yet  these  funds  if  in 
hand  would  be  but  beginnings.  More  endowment  means 
more  buildings ;  more  buildings  and  more  endowments  bring 
more  students;  more  students  mean  need  for  more  endow- 
ments and  more  buildings.  President  Butler  suggests  an 
enormous  future  cost  of  research  when  he  says :  "  Research 
can  only  be  carried  on  in  an  institution  of  learning  that  is 
equipped  with  one  of  the  really  great  libraries  of  the  world." 

Confronted  with  the  two  alternatives  of  abandoning  re- 
search or  incurring  great  cost  for  research,  probably  at  least 
100  colleges  will  choose  the  latter  alternative.  Those  who 
intend  to  qualify  for  research  must  count  the  cost.  Those 
who  acknowledge  inability  to  foster  research  must  also  count 
and  eliminate  research  costs.  Practical  questions  for  sur- 
veyors include  these: 


Faculty  Research:  Cost  Questions  161 

1.  Is  the  cost  of  supplies,  equipment,  books,  etc.,  used 
in  research  segregated,  whether  actual  use  is  by  the 
instructor  or  by  students  working  upon  the  instruc- 
tor's research?     Y. . .     N...     ?...     Is  this  cost 
currently  reported  on  time  sheets,  requisitions,  etc.? 
Y....     N...     ?... 

2.  When  the  budget  is  estimated  and  voted,  is  a  definite 
item  set  up  for  research  costs  Y . . .  N . . .  ? . . .  f  both 
of  supplies  . . .,  and  equipment  . . .  and  of  salaries 
. . .  ? 

3.  Do  state-supported  institutions  estimate,  if  they  can- 
not accurately  report,  the  cost  of  research?     7... 
N...     ? . ..     Is  the  reported  cost  net  ...  or  gross 
. . .  ;  i.e.,  is  it  taken  before   —  (as  it  should  be) 
or  after  . . .  tuition  fees  and  other  revenues  have  been 
subtracted  ? 

4.  Is  research  encouraged  for  which  costs  have  not  been 
provided?     Y. . .     N...     ?... 

5.  What  effort  is  made  to  compare  costs,  including  di- 
version of  energy,  with  benefits  to  instruction,  to  col- 
lege spirit,  to  personnel,  to  public  welfare,  to  schol- 
arship ? 


FACULTY  GOVERNMENT 
57.     Commission  Government  for  Faculties 

PRESIDENT  Silas  Evans  of  Ripon  College  has  fur- 
nished the  following  as  introduction  to  this  section : 

"  Faculty  government  is  generally  inadequate.  Con- 
sistency is  the  hobgoblin  of  college  faculties.  They 
worship  precedent.  '  It  hath  been  said,'  by  themselves 
is  the  law  of  action.  Government  by  rules  and  through 
rules,  and  the  interest  of  rules,  cannot  be  easily  other 
than  pharisaic.  The  college  faculty  should  be  saved 
from  police  functions  and  kept  for  a  mere  constructive 
use  of  personal  influence. 

"  Government  exclusively  by  deans  and  adminis- 
trative officers  is  inadequate.  It  is  difficult  to  relate 
firm  administration  and  personal  influence.  It  is  hard 
to  give  the  impression  of  friendliness  and  exercise 
discipline.  Administrative  officers  are  apt  to  be  placed 
in  the  position  of  ancient  cabinet  officers  who  were 
sometimes  offered  up  to  the  public  to  save  the  false 
doctrine,  '  A  king  can  do  no  wrong.' 

"  The  three  forms  of  college  government  above 
have  been  tried  and  found  defective.  In  the  nature  of 
the  case,  each  form  is  too  little  representative.  Ripon 
College  has  tried  with  most  gratifying  results  what  is 
called  the  commission  form  of  college  government. 
The  college  is  in  the  state  of  Wisconsin  and  strives  to 
reflect  in  its  college  government  the  best  forms  of  gov- 
ernment in  the  commonwealth.  The  Wisconsin  idea 
involves  this  fact  —  if  a  law  is  worth  passing  it  must 
be  big  enough  and  important  enough,  and  therefore 
elastic  enough,  to  command  the  time  and  the  skill  of 
some  expert  in  its  application.  This  is  democracy 
with  expert  leadership.  This  is  the  personal  element 
in  government  without  the  limitations  of  democracy. 

"  Any  leading  interest  of  college  life  that  needs  regu- 
162 


Faculty  Government:  Commissions          163 

lation  and  guidance  is  placed  under  the  charge  of  some 
commission.  These  commissions  cover  every  possible 
college  relationship,  and  should  any  question  arise 
which,  in  the  mind  of  the  dean  or  president,  is  not 
clearly  defined  within  the  powers  of  the  commissions, 
it  can  easily  be  referred  to  one  of  them. 

"  There  are  the  following  commissions :  Athletics, 
college  commons,  forensics  and  publications,  music,  and 
social  life.  The  college  has  certain  broad  policies  and 
principles  which  define  its  central  aims,  and  in  the 
light  of  which  each  commission  carries  on  its  work.  A 
commission  is  given  full  power  to  organize  itself  and 
carry  on  its  work  in  its  own  way.  Each  commission  is 
constituted  with  one  local  trustee  member,  two  faculty 
members,  and  two  student  members,  the  students  gen- 
erally holding  office  by  virtue  of  office  in  some  student 
organization.  Faculty  members  and  the  trustee  mem- 
ber are  appointed  by  the  president.  The  dean  of  the 
college  and  the  president  are  ex-officio  members  on 
each  committee.  The  genius  of  this  form  of  govern- 
ment is  almost  exclusively  in  the  selection  of  leadership, 
in  the  placing  of  responsibility,  and  in  the  continuity 
of  policy." 

58.    How  President  and  Faculty  Deal  with  One  Another 

The  conditions  of  many  surveys  make  this  a  delicate  ques- 
tion, even  if  it  is  officially  propounded.  Surveyors  run  the 
risk  of  discovering  in  a  particular  college  such  conditions 
as  have  led  to  the  organization  of  a  national  protective 
union  among  professors.  In  surveying  a  publicly  sup- 
ported institution,  there  is  only  one  honest  way  out  and  that 
is  to  ascertain  and  report  the  truth,  whomsoever  it  may  prove 
to  be  at  fault.  For  private  inventories  it  is  desirable  that 
every  president  frankly  ask  about  his  relations  to  his  faculty. 

Since  most  self -surveyors  will  be  a  combination  of  offi- 
cers and  faculty,  it  will  prove  expedient  to  confine  their 
study  of  mutual  relations  between  president  and  faculty  to 
questions  like  these: 


164     Self -Surveys  by  Colleges  and  Universities 

1.  Is  there  a  written  procedure;  i.e.,  are  promises  and 
inducements  in  writing?     Y. . .     N...     ? . . .     Do 
by-laws  describe  the  accountability  of  the  president? 
Y...     N...     f... 

2.  Does  this  procedure  adequately  represent  the  interests 
of  both  sides?     Y...     N...     ?... 

3.  What,  if  any,  changes  are  needed? 

4.  Does  this  procedure  invite  suggestion  and  complaint 
from  the  faculty?    Y...     N...     ?... 

5.  Does  it  provide  for  automatic  reference  of  important 
questions  to  faculty  . . . ,  departments  . . . ,  or  com- 
mittees . . .  ?    Y...     N...     ?... 

6.  Does  it  foster  the  limitation  of  faculty  contact  with 
president  to  a  few  faculty  members  ?     Y . . .     N . . . 
f.v. 

7.  Does  it  insure  action  by  the  president  only  on  the 
basis  of  provable,  impersonal  facts  after  submission 
to  all  faculty  members  involved ;  i.e.,  does  it  guaran- 
tee that  the  president  will  not  recommend  dismissals 
or  postponement  of  salary  increases  for  other  rea- 
sons than  those  made  known  to  the  faculty  members 
involved?     Y...     N...     f... 

8.  If   the   president's   recommendations   mean   merely 
transmitting  departmental  recommendations  to  en- 
gage, to  dismiss,  to  promote,  to  postpone  salary  in- 
creases, is  this  fact  made  clear  in  written  procedure  ? 
Y ...     N. . .     ?...     Must  the  president  act  with- 
out learning  departmental  reasons  Y...   N...;  or 
after  learning  these  reasons  may  he  withhold  them 
from  faculty  members?     Y. . .     N. . . 

9.  Where  the  president  acts  as  intermediary  without  ex- 
ercising independent  judgment,  must  he  meet  pro- 
posed additions  to  the  faculty  before  their  final  en- 
gagement?    Y...     N... 

10.  After  discharging  the  fixed  duties  imposed  upon  him, 
how  much  time  has  the  president  left  to  use,  if  he 
and  the  faculty  wish,  for  personal  contact  with  faculty 
members  ? 


Doing  without  a  President  165 

11.  What  practice  is  fixed  in  writing  or  in  tradition  with 
respect  to  office  hours  by  the  president,  and  "  at 
homes  "  or  special  receptions  to  or  by  the  faculty  ? 
How  far  is  it  feasible  or  desirable  for  the  president 
to  meet  faculty  members  on  the  basis  of  their  prin- 
cipal college  service;  viz.,  their  work  with  students? 

12.  What  suggestions  have  president  or  faculty  with  re- 
spect to  possible  changes  in  extent  and  character  of 
personal  relations? 

In  1916  the  deans  of  Northwestern  University,  acting  for 
their  faculties,  recommended  that  for  the  time  at  least  there 
be  no  permanent  president  and  that  instead  a  temporary 
presiding  and  "  clearing  "  officer  be  named  from  existing 
deans.  It  is  expected  that  no  temporary  officer  shall  serve 
more  than  one  year.  This  in  effect  is  the  orthodox  prac- 
tice in  Scotland.  The  college  with  this  arrangement  can 
be  asked  questions  with  less  fear  of  embarrassment,  because 
this  year's  president  will  be  next  year's  faculty  member. 

When  surveying  tax-supported  institutions,  the  limita- 
tions above  mentioned  will  be  found  by  self -surveyors.  The 
outside  surveyor,  however,  if  brought  in  by  taxpayers  via 
the  legislature,  will  ask  several  more  questions,  as  must  now 
and  then  an  outside  surveyor  brought  in  by  alumni  associa- 
tion or  board  of  trustees  to  survey  a  private  college. 

1.  Does  evidence  show  that  the  president  in  his  deal- 
ings with  the  faculty  acts  from  personal  motive  . . . , 
factional  promptings   . . . ,  or  comprehensive  imper- 
sonal facts  . . .  ? 

2.  In  what  ways  does  the  president  make  it  easier  or 
harder  for  faculty  members  to  do  their  work? 

3.  How  many  times  and  under  what  circumstances,  other 
than  at  formal  group  meetings,  has  each  faculty  mem- 
ber, especially  each  new  faculty  member,  met  the  pres- 
ident this  year? 

4.  In  what  ways  does  the  president  make  use  of  the  first 
faculty  meeting  of  the  school  year  and  of  succeeding 


1 66     Self -Surveys  by  Colleges  and  Universities 

faculty  meetings  to  establish  helpful,  understanding 
relations  with  faculty  members? 

5.  What  evidences  are  there  that  faculty  members  con- 
sider the  president  as  their  agent  or  as  their  superior 
officer  and  arbiter  of  their  fate? 

59.     Is  Faculty  Government  Democratic? 

Self-government  as  practiced  by  faculties  is  a  field  which 
faculty  members  can  survey  without  waiting  for  official  ac- 
tion. The  special  surveyor  will  reluctantly  study  this  ques- 
tion. There  is  danger  that  even  self -surveyors  will  over- 
look it  or  deal  with  it  philosophically  rather  than  investi- 
gatingly. 

Before  justifying  any  lament  over  the  growth  of  bureau- 
cracy and  autocracy,  our  faculties  must  put  in  order  those 
particular  houses  over  which  they  now  have  exclusive  con- 
trol. Faculty  meetings  and  departmental  meetings  still  be- 
long to  the  members.  They  make  the  rules ;  they  come  or 
stay  away.  If  they  run  these  democratic  meetings  in  ways 
to  disfranchise  themselves,  they  must  blame  themselves  and 
the  system  they  use  rather  than  the  president,  dean,  or 
trustees.  As  citizens,  as  apostles  of  higher  education,  and 
as  self-respecting  scholars  faculties  are  under  obligation  to 
work  out  methods  of  self-government  that  will  be  at  least 
as  successful  as  the  democracy  which  city,  state,  or  nation 
achieves. 

The  so-called  democratic  organization  of  our  colleges  is 
usually  —  and  logically  —  the  least  democratic  thing  about 
them.  Where  there  is  unequal  knowledge  there  will  be  un- 
equal opportunity,  there  cannot  be  democracy. 

Nothing  is  more  undemocratic  than  a  mass  meeting  where 
individuals  act  without  knowing  why.  It  is  wasteful  to  have 
grown-up  men  with  scholarly  ambitions  spending  their  time 
sitting  around  and  talking  and  talking  over  some  little  ques- 
tion that  their  own  students  would  settle  —  and  settle 
right  —  in  ten  minutes. 

For  two  or  three  men  to  tell  one  hundred  men  what  to 
think  is  not  democratic.  A  large  faculty  coming  together 


Is  Faculty  Government  Democratic          167 

without  knowledge  in  advance  of  what  is  to  come  up  at 
their  meeting  cannot  work  democratically.  In  many  col- 
leges the  use  of  methods  which  kill  democracy  is  further 
aggravated  by  the  actual  disfranchisement  of  those  below 
professorial  rank. 

Every  time  a  faculty  member  sneers  at  "  efficiency,"  he  is 
driving  an  additional  nail  into  the  coffin  of  faculty  self- 
government. 

The  price  of  more  faculty  democracy  is  more  faculty  in- 
terest in  applying  principles  of  scientific  management  to  the 
management  of  colleges,  including  the  part  for  which  facul- 
ties alone  are  responsible.  Faculty  insistence  upon  faculty 
understanding  will  do  more  for  faculty  independence  than 
will  faculty  control  of  appointments. 

One  mistaken  belief  is  now  threatening  to  sweep  through 
faculties ;  viz.,  that  it  will  foster  faculty  democracy  to  have 
faculty  delegates  on  boards  of  trustees  or  at  trustee  meetings. 
There  is  no  sadder  fallacy  than  that  physical  presence  of  a 
faculty  member  is  equal  to  faculty  representation.  On  the 
contrary  there  can  be  no  democracy  of  government  before 
there  is  democracy  of  information.  What  the  faculty  does 
not  know  its  representative  cannot  impart.  What  the  repre- 
sentative does  not  know  he  cannot  impart  to  the  faculty. 
In  fact,  it  by  no  means  follows  that  a  faculty  member  when 
present  at  faculty  mass  meeting  is  even  representing  him- 
self, because  unless  he  has  information  and  unless  he  and 
others  discuss  and  vote  on  the  basis  of  information  the 
accident  of  debate  may  cause  him  to  misrepresent  his  own 
and  his  department's  interests. 

60.     Faculty  Meetings,  Committee  Assignments,  Minutes 

Faculty  meetings  must  continue  to  be  "  demonstrations  of 
inanity,"  as  Professor  A.  W.  Rankin  dubs  them,  so  long  as 
meeters  are  in  a  state  of  inanition  with  respect  to  the  busi- 
ness proposed.  It  is  mobilization  of  knowledge  vital  to 
faculty  members  which  will  democratize  college  faculties. 

Several  practices  endanger  and  defeat,  several  other  prac- 


1 68     Self -Surveys  by  Colleges  and  Universities 

tices  foster,  faculty  democracy.     Among  the  earmarks  of 
faculty  paralysis  the  surveyor  should  look  for  these: 

1.  Attempt  to  secure  deliberation  from  a  faculty  too 
large  for  deliberation.     What  is  called  deliberation 
by  those  who  do  the  speaking  in  large  faculties  is 
often  called   declamation  and  ennui   by  the  much 
larger  number  who  only  sit  and  wait. 

2.  Attempt  to  secure  administration  from  a  faculty  too 
large  for  administration.     A  faculty  may  be  small 
enough  for  effective  deliberation  and  still  too  large 
for  administration. 

3.  Belief  that  there  is  democracy  in  physical  presence  of 
a  large  number. 

4.  A  low  rate  of  attendance  for  those  supposed  to  at- 
tend.    Mass  meetings  from  which  the  mass  stays 
away  are  hardly  democratic. 

5.  Monopoly  of  discussion  by  the  same  few. 

6.  Unequitable  distribution  of  committee  assignments. 
Overworking  the  few  and  underworking  the  many 
means  superficial  work  and  undemocratic  government. 
Usually  it  means  failure  to  employ  and  develop  the 
younger  men,  who  because  of  their  newness  and  re- 
cent study  have  much  to  give. 

7.  Failure  to  distribute  calendar  proceedings  in  advance. 

8.  Failure  to  send  out  in  advance  digests  of  reports  to  be 
considered. 

9.  Giving  time  to  reading  minutes  aloud  instead  of  send- 
ing out  copies. 

10.  Failure  to  inform  non-attendants  of  matters  discussed 
and  actions  taken  in  their  absence. 

11.  Failure  to  make  a  running  start  each  new  year  with 
summaries  of  work  accomplished  the  preceding  year 
and  of  pending  business. 

Where  a  faculty  or  an  individual  wishes  to  survey  faculty 
democracy,  these  questions  may  help : 

I.  Are  minutes  in  proper  form  . . .,  appropriately  paged 
. . . ,  indexed  . . . ,  signed  . . . ,  formally  approved  . . .  ? 
Do  they  state  the  time  of  adjournment  Y . . .  N. . .; 


Questions  or  Notes  169 

For  Questions  or  Notes  by  the  Reader 


170     Self -Surveys  by  Colleges  and  Universities 

number  present  Y . . .  N. . .;  number  voting  Y. . . 
N...,  persons  present?  Y...  N...  Are  steno- 
graphic notes  taken  of  important  transactions?  Y . . . 
N. . .  Are  important  reports  digested?  Y . . .  N . ... 
Are  important  questions  and  actions  explained  in  min- 
utes without  requiring  reference  to  a  separate  file 
book?  Y...  N...  Is  discussion  digested?  Y... 
N. . .  Is  previous  action  codified  so  that  it  will  not 
be  necessary  either  to  act  on  the  basis  of  some  one's 
memory  or  to  postpone  action  until  former  records 
can  be  consulted  ?  Y . . .  N . . . 

2.  For  one  year  list  the  number  of  meetings;  number 
present  at  each  meeting;  times  individuals  are  men- 
tioned in  minutes ;  times  individuals  are  appointed  to 
committees;  votes  for  and  against  important  issues; 
number  of  disciplinary  administrative  questions  not 
meriting  faculty  action;  number  of  educational  ques- 
tions justifying  faculty  consideration ;  fraction  of  fac- 
ulty  not   participating   or   not   voting   for  policies 
adopted. 

3.  Regarding  committees:     Do  standing  committees  re- 
port orally  ...  or  in  writing  ...  at  the  first  meeting 
of  the  year  ?     Are  new  standing  committees  appointed 
at  the  first  meeting?  Y. . .  N. . .     How  many  mem- 
bers are  on  more  than  one  standing  committee;  how 
many  on  none?    How  many  members  are  on  more 
than  one  special  committee;  how  many  on  none? 
State  for  each  member  the  number  and  names  of 
standing  and  special  committees.     Are  committees 
required  to  report  the  scope  of  their  study  Y . . . 
N. . .  and  the  fact  base  of  their  conclusions  Y. . . 
N. . .  ?    What  provision  is  there  for  referring  back 
to  committees  all  reports  based  upon  obviously  inade- 
quate  investigations?     How   many   important   sub- 
jects were  referred  to  committees  without  specifying 
time  for  return?     How  many  that  might  have  been 
reported  upon  at  the  first  or  second  subsequent  meet- 
ing were  reported  later  or  "  lost  in  the  shuffle  "  ? 


Professional  Secretary  for  Faculty  I71 

At  Toledo  the  faculty  elects  representatives  to  the  faculty 
council.  The  president  is  chairman  of  all  faculty  meetings, 
so  that  the  dean  may  represent  the  faculty  on  the  floor.  The 
faculty  retains  powers  of  initiative. 

Throughout  the  college  work  similar  efforts  are  being 
made  to  secure  a  combination  of  efficiency,  accountability, 
and  democracy. 

61.    Faculty  Investigations  and  Reports 

The  University  of  Wisconsin  faculty  has  recently  ap- 
pointed one  of  its  strongest  members,  at  almost  the  maxi- 
mum professorial  salary,  as  faculty  secretary.  He  is  to  be 
the  faculty's  clearing  house,  central,  control  station,  train 
dispatcher,  continuing  memory,  follow-up  man. 

This  step  was  recommended  by  the  faculty  as  a  means  of 
increasing  faculty  democracy.  The  hope  was  that  by  guar- 
anteeing that  faculty  questions,  proposals,  and  reports 
would  receive  prompt,  cumulative,  scientific,  representa- 
tive attention  at  one  center  it  would  become  worth  while 
for  each  member  to  make  his  best  contribution.  It  is  ex- 
pected that  the  university  will  receive  numerous  constructive 
suggestions  and  helpful  criticisms  which  previous  machinery 
did  not  invite. 

Similar  steps  are  being  taken  by  several  faculties.  The 
practice  is  growing  of  delegating  administrative  matters 
to  one  small  group,  educational  and  legislative  matters  to 
another,  and  reserving  general  meetings  for  debate  of  ques- 
tions vital  to  all.  Getting  acquainted  with  colleagues  can 
be  better  accomplished  through  social  meetings  or  general 
convocations  than  through  faculty  meetings  which  stumble 
along  with  administrative  questions  that  belong  to  small 
committees  or  to  administrative  officers.  Inspirational  and 
team  spirit  that  result  from  being  in  a  group  and  from 
meeting  one's  colleagues  would  be  enhanced  by  eliminating 
from  such  meetings  all  discussions  and  details  that  most  fac- 
ulty members  find  dispiriting  and  devitalizing. 

Whether  as  investigator  a  faculty  obeys  the  laws  of  sci- 
entific research  can  quickly  and  profitably  be  ascertained. 


172     Self -Surveys  by  Colleges  and  Universities 

Until  surveyed  the  methods  of  faculty  investigation  and  re- 
port are  apt  to  be  these : 

1.  The  assignment  is  too  generally  worded. 

2.  The  committee  "  lets  George  do  "  most  of  the  work 
and  me-too's  his  conclusions. 

3.  The  study  is  not  carefully  outlined. 

4.  Only  a  small  fraction  of  the  necessary  facts  are  sought 
and  obtained. 

5.  A  report  of  opinion  rather  than  of  facts  is  given. 

Other  earmarks  of  deficient  investigation  include  these : 

6.  The  faculty  receives,  debates,  and  accepts  or  rejects 
the  report  without  having  studied  it  in  advance  of  dis- 
cussion. 

7.  The  facts  are  selectively,  not  adequately,  summarized. 

8.  The  report  does  not  jibe  with  facts  reported. 

9.  Action  does  not  jibe  with  the  report. 

10.     The  record  does  not  jibe  with  action  taken. 

62.     Faculty  Salaries  and  Tenure 

This  question  illustrates  the  point  made  earlier,  about  the 
limitations  of  comparative  studies.  True,  it  may  help 
slightly  to  report  that  salaries  of  College  A  are  above  or 
below  salaries  of  College  B,  but  seldom  have  trustees  of 
College  A  fixed  their  salaries  with  reference  to  College  B. 
On  the  contrary,  the  salary  schedule  of  each  college  is  chiefly 
the  result  of  local  comparisons  and  conditions.  It  is  these 
local  factors  which  surveyors  will  profitably  seek  first : 

1.  What  difficulties  due  to  salary  are  experienced  in  se- 
curing new  faculty  members  of  each  grade? 

2.  How  many  and  which  instructors  have  left  in  the  last 
two  years  because  of  higher  salaries  elsewhere,  either 
in  colleges  or  other  fields  ? 

3.  What  salaries  are  men  of  similar  training  and  ca- 
pacity —  equal  years  in  and  out  of  college,  equal  ex- 
pense for  preparation  —  receiving  in  other  fields  in 
this  locality? 


Salary  Questions  173 

4.  How  do  salaries  compare  with  teaching  salaries  in 
secondary  and  elementary  schools,  each  grade? 

5.  How    do    costs    of    living  —  in    this    locality,    not 
weighted  costs  for  the  country  —  compare  with  col- 
lege salaries  ? 

6.  How  do  teaching  salaries,  each  grade,  compare  with 
administrative  salaries  and  clerical  salaries  ? 

7.  What,  if  any,  deduction  has  heretofore  been  made  in 
salaries  because  the  college  was  on  the  accredited  list 
of  the  Carnegie  Foundation,  or  what,  if  any,  addi- 
tions have  been  made  because  the  college  is  not  on  the 
Carnegie  list  ?     What  evidence  is  there  that  positions 
in  a  college  are  more  or  less  attractive  because  it  is 
or  is  not  on  the  Carnegie  list  ? 

8.  What  local  pension  plan  is  there  and  how  does  it  af- 
fect salary  schedules  and  the  power  to  hold   in- 
structors ? 

The  foregoing  questions  relate  to  college  salaries  as  they 
are,  without  questioning  the  equity  of  their  distribution. 
In  many  colleges  difficulties  are  due  to  inequitable  distri- 
bution rather  than  to  inadequate  totals.  Such  questions  as 
these  are  therefore  also  necessary : 

1.  Is  there  a  salary  schedule  for  each  grade  of  in- 
structor?   Y...    N... 

2.  Who  determines  whether  and  when  increases  shall 
come? 

3.  What  is  the  fixed  increment  for  er  ch  grade? 

4.  How  many  exceptions  to  the  schedule  are  there  ?     On 
what  are  they  based?    Is  *heir  existence  known  to 
other  faculty  members? 

5.  Are  exceptions  due  to  importunities  by  instructors; 
to  within-college  politics;  to  away-from-college  ad- 
vertising; to  bona  fide  invitations  from  other  col- 
leges with  higher  salaries  or  greater  opportunities; 
to  merit  that  compels  recognition  ? 

6.  Does  the  system  overlook  instructors  who  concen- 
trate upon  service  to  the  college  and  refuse  to  use 


174     Self -Surveys  by  Colleges  and  Universities 

meretricious  methods  of  attracting  the  attention  of 
trustees  and  superior  officers  or  tentative  invitations 
from  other  colleges?  Y. . .  N... 

7.  What  is  the  evidence  that  a  college  really  loses  when 
it  lets  a  strong  man  go  to  a  higher  salary  in  another 
college  ? 

8.  Are  the  instructors  obtainable  at  the  lower  grades  of 
position  and  salary  as  highly  qualified  as  they  should 
be  for  the  heavy  work  they  carry  ?     Y . . .     N . . . 

9.  Would  a  higher  salary  rate  for  initial  positions  bring 
forward  as  candidates  men  and  women  well  trained 
academically  who  in  addition  have  demonstrated  their 
ability  as  trainers  and  scholars  in  secondary  schools 
or  as  school  superintendents? 

Campaigns  for  higher  college  salaries  will  be  more  ef- 
fective after  faculties  begin  with  facts  about  the  quantity, 
quality,  and  social  usefulness  of  the  services  they  render. 
If  for  a  generation  not  a  word  were  said  about  salaries,  and 
if  faculties  concerned  themselves  with  the  efficiency  of  their 
work,  college  salaries  would  increase  more  rapidly  than  via 
complaints  that  salaries  are  too  low  or  campaigns  for  in- 
creased endowment. 

There  are  two  salary  issues  regarding  which  action  will 
not  for  some  time  be  fitted  to  theory.  In  spite  of  conclu- 
sive evidence  that  special  ability  should  be  specially  re- 
warded, faculties  will  protest  against  unequal  salaries  for 
equal  titles  and  equal  tenure.  Secondly,  in  spite  of  con- 
clusive evidence  that  a  college  teacher  is  entitled  to  a  higher 
salary  than  a  hand  worker,  apprentice  rates  will  be  continued 
and  frequently  lowered  for  salaries  of  initial  teaching  in 
colleges  and  universities. 

The  argument  against  salary  schedules  is  effectively  stated 
by  President  Butler  in  the  annual  report  for  Columbia, 
1916: 

"  All  proposals  to  pay  the  same  salary  to  men  who  hold  the 
same  title  or  who  have  served  the  same  number  of  years  are 
proposals  to  reward  indifference  and  incompetence  at  the  cost 


Explaining  Salary  Increases  175 

of  devotion  and  achievement.  They  are  the  usual  undemo- 
cratic but  highly  popular  device  of  leveling  down,  under  the 
illusory  belief  that  this  produces  equality  and  that  such  an 
equality  is  democratic.  What  this  device  really  produces  is 
inequality,  and  this  inequality  is  most  undemocratic.  There  is 
no  more  reason  why  all  academic  officers  who  have  the  same 
title  should  receive  the  same  compensation  than  there  is  why 
all  men  of  the  same  height  or  the  same  complexion  should  be 
paid  the  same  wage.  The  man  of  experience  and  of  either 
teaching  power  or  genius  for  investigation  should  be  advanced, 
both  in  compensation  and  in  grade,  as  rapidly  as  possible  and 
without  any  regard  to  the  fate  of  others  who  are  without  his 
talent  or  capacity.  Only  in  this  way  can  a  university  be  kept 
the  home  of  excellence  and  prevented  from  becoming  an  asylum 
of  mediocrities." 

Yet  after  conceding  premises,  arguments,  and  conclusions 
against  salary  schedules,  American  faculties  insist  that  the 
frying  pan  is  safer  than  the  fire;  that  what  sets  out  to  be 
recognition  of  genius  in  scholarship,  teaching,  and  investiga- 
tion quickly  becomes  special  favor  for  genius  in  flattery,  self- 
advertising,  obsequiousness,  non-instructional  service,  and 
college  politics. 

A  self-survey  by  all  colleges  of  special  salary  recognitions 
would  list  the  following  as  to  each  person  advanced  out  of 
order  or  beyond  normal  for  his  group : 

1.  Length  of  service  in  this  college. 

2.  Times  and  dates  when  advanced  out  of  order. 

3.  Reasons  assigned  and  recorded. 

4.  Additional  reasons  understood  privately. 

5.  Steps  taken  before  increasing  salaries;  i.e.,  who  in- 
itiated it, —  the  president,  a  dean,  a  department  head, 
a  department,  or  the  instructor  himself? 

6.  If  because  of  an  outside  offer,  what  steps  were  taken 
to  verify  the  offer?    Was  it  in  writing,  verbal,  defi- 
nite, or  just  a  nibble  ? 

7.  Did  a  bona  fide  outside  offer  come  because  of  work 
done  in  and  for  the  college  or  away  from  the  college, 
such  as  attendance  at  educational  conventions? 


176     Self -Surveys  by  Colleges  and  Universities 

8.  Was  the  feeling  as  to  the  instructor's  value  compared 
with  facts  as  to  the  power  to  draw  and  hold  students ; 
efficiency  of  instruction  and  contact;  ability  to  work 
with  faculty? 

9.  Was  each  proposal  to  advance  a  member  out  of  order 
made  the  occasion  of  a  survey  or  inventory  to  see 
whether  it  was  special  ability  or  accident  that  was  to 
be  recognized  ? 

10.  What  were  his  contributions  to  science  and  literature  ? 

11.  Are  colleagues  deprived  of  consideration  for  salary 
advances  because  of  the  accident  that  some  other  col- 
lege has  not,  for  its  own  reasons,  offered  them  more 
than  they  receive  here? 

12.  Have  the  president  and  deans  such  information  with 
respect  to  all  faculty  members  that  they  are  qualified 
to  recognize  special  ability  and  to  distinguish  between 
aggressive  mediocrity  and  modest  superiority? 

As  to  initial  salaries  of  young  men,  they  will  undoubtedly 
decrease  as  salaries  of  full  professors  increase.  So  obvious 
and  so  many  are  the  opportunities  for  self -improvement  and 
professional  advancement  offered  by  teaching  positions  in 
colleges  and  universities  that  with  a  free  field  and  no  favor 
men  will  be  willing  to  pay  for  those  opportunities  just  as 
promising  men  pay  tuition  to  graduate  schools  for  three 
years  and  find  it  a  good  investment.  The  three  principal 
questions,  therefore,  have  nothing  to  do  with  salary  but  are 
these : 

1.  Does  a  teaching  position  at  our  college  demonstrably 
offer  opportunities   for  self -improvement  and  pro- 
fessional advancement?     Y. . .     N...     ?... 

2.  Do  we  advertise  widely  these  opportunities,  especially 
among   successful   teachers   in   secondary   schools? 
Y...     N...     ?... 

3.  Are  our  specifications  and  our  method  of  selection 
such  as  to  secure  teaching  ability?     F. . .     N. . . 
? . . . 

Last  of  all  may  academic  groups  pin  their  faith  to  such 


Salary  Averages  a  Snare  177 

salary  precepts  as  those  that  the  Iowa  survey  commission 
employed : 

"  The  practice  of  the  stronger  institutions  in  this  country 
indicates  that  the  average  salary  for  a  department  should 
be  at  least  $2000  a  year.  In  the  judgment  of  the  commis- 
sion this  amount  should  be  regarded  for  the  time  being  as 
the  reasonable  minimum  average  in  collegiate  departments." 
Typical  of  Iowa  extremes  are  these : 

Department                                     Average  Maximum  Minimum 

Botany  $1517  $2500  $800 

Chemistry   1430  3000  100 

Education   2300  3500  900 

English 1580  3500  998 

Public  Speaking 1325  1650  100 

Geology  1900  2600  450 

German    1671  3000  160 

History 1960  3500  800 

Mathematics  1580  3000  1000 

Philosophy  and  Psychology 2300  3500  1500 

Political  Economy  and  Sociology 2200  3000  1000 

Political  Science 1700  2600  1000 

Mixing  maximum  and  minimum  salaries  produces  just  as 
worthless  a  figure  in  averages  as  does  mixing  maximum  and 
minimum  occupancy  of  a  schoolroom,  or  mixing  a  man  who 
has  taught  25  years  with  four  others  who  have  never  taught 
to  get  an  average  of  five  years  of  previous  teaching. 

63.    Faculty  Supervision  of  Research  and  Graduate  Work 

No  one  claims  that  college  and  university  faculties  have 
been  hampered  from  without  in  protecting  their  own  stand- 
ards of  research  and  graduate  work.  Presidents,  trustees, 
and  deans  have  not  trespassed.  Democracy  has  been  so  free 
—  and  so  inarticulate  —  that  it  often  spells  anarchy. 
Worse  still,  the  "  tyranny  of  the  mob  "  has  compelled  fac- 
ulties to  applaud  unscholarly  work  and  without  investiga- 
tion to  resent  question  or  criticism.  Where  ignorance  is 
bliss  'tis  folly  to  start  bureaucratic  machinery  for  testing 
professional  scholarship  or  supervision ! 

Whether  departments  or  deans  certify  to  scholarship  of 


178     Self -Surveys  by  Colleges  and  Universities 

instructors  recommended  for  appointment  or  promotion 
without  testing  it  self-surveyors  can  easily  learn.  Whether 
trustees,  presidents,  and  deans  accept  faith-born  certificates 
on  faith  can  be  learned.  Whether  departments  or  faculties 
have  organized  crucibles  for  helping  via  frankly  and  scien- 
tifically testing  one  another's  products  will  be  quickly 
learned.  Whether  they  want  frank  testing  is  another  matter. 
Graduate  work  from  the  student's  point  of  view  is  re- 
ferred to  on  pages  285  ff.  We  speak  here  of  faculty  protec- 
tion of  faculty  against  inadequate  supervision  of  graduate 
work.  Degrees  are  given  in  the  name  of  the  faculty,  not  by 
individual  departments.  Low  standards  in  Latin  hurt  the 
prestige,  at  home  and  abroad,  of  history  and  English,  high 
standards  in  mathematics  benefit  German.  Rules  for  test- 
ing candidates  are  faculty-made.  The  examining  com- 
mittees which  question  candidates  and  read  dissertations  rep- 
resent the  whole  faculty  as  well  as  their  own  departments 
or  the  graduate  dean  who  asks  them  to  serve.  Any  break- 
down in  the  procedure  is  a  breakdown  of  faculty  democracy. 
Efforts  to  improve  procedure  via  executive  order  would  be 
resented,  therefore  the  need  for  faculty  surveys. 

1.  Are  examinations  for  advanced  degrees  perfunctory? 

y...   N... 

2.  Do   examiners    prepare    themselves?     Y...     N... 
Do  they  study  candidate's  record,  including  written 
work?     y...     N...     Do    they    read    candidate's 
thesis?     y. . .     N...     Or  do  they  take  examina- 
tion time  asking  questions  about  studies  and  thesis? 

y...   N... 

3.  Are  questions  fundamental  ...  or  "  catch  "  . . .  ? 

4.  Are  minutes  taken  at  least  of  questions  . . .,  prefer- 
ably of  all  proceedings  . . .  ? 

5.  Is  the  graduate  dean  present?     Y . . .     N . . .     Does 
he  ask  questions  ?     Y . . .     N . . . 

6.  Is  the  examination  advertised?     Y. . .  '  N. . .     Is  it 
really    open    to    visitors  ?     Y . . .     A/' ...     Do    they 
come?     y.,       N.. 


Doctor's  Theses  Tested  i?9 

7.  Are  examiners  free  and  equal?     Y. . .     N...     Or 
does  the  major  professor  dominate?     Y...   N... 
Does  each  examiner  accept  wrong  or  incomplete  an- 
swers to  questions  asked  by  others?     Y...     AT... 

8.  Does  faculty  ever  wonder  why  so  few  fail  in  spite 
of  rumors  of  weakness?     How  many  have  been  ex- 
amined in  five  years,  each  department?     How  many 
failed?     How  many  failures  tried  again?  how  soon? 
with  what  result  ? 

9.  Has  faculty  the  power  of  recall  or  referendum  to 
protect  itself  against  stultifying  standards  in  any 
department  or  actual  frauds  in  the  faculty's  name? 
Y...     N... 

10.  Has  the  faculty  organized  a  court  of  appeal  for 
students  who  feel  aggrieved  by  prejudice  or  catch 
questions  or  vacillating  standards?  Y. . .  N . . . 

Nor  are  these  mere  rhetorical  questions.  On  the  con- 
trary they  are  vitally  needed.  Whether  faculties  which 
give  advanced  degrees  will  answer  them  democratically  or 
obsequiously,  truthfully  or  evasively,  is  a  test  of  faculty 
democracy.  One  concrete  example  will  help  self -surveyors 
ask  questions  about  home  practices. 

A  doctor's  thesis  was  approved  by  his  major  professor 
for  content  and  scholarship,  by  the  graduate  dean  and  li- 
brarian for  form.  The  major  professor  was  chosen  as  ex- 
ecutive of  a  great  educational  opportunity  largely  on  the 
strength  of  credentials  for  supervision  of  scholarly  work. 
The  institution  which  advertised  his  scholarship  and  that 
of  the  candidate  here  referred  to  attracts  graduates  in  large 
numbers  for  widely  advertised  opportunity  to  do  scholarly 
work.  The  candidate  was  invited  to  another  state  on  the 
strength  of  scholarship  alleged  to  be  typified  by  his  thesis. 
Here  are  some  of  the  salient  facts  about  this  thesis  as  re- 
ported and  checked  by  Janet  R.  Rankin  and  Walter  Mat- 
scheck,  two  experienced  analysts. 

Typical  superficial  errors 

i.     Errors  in  English  are  numerous,  such  as  judgments  is. 


i8o     Self -Surveys  by  Colleges  and  Universities 

2.  On  page  83  is  a  table  so  badly  typed  that  no  proof- 
reader could  make  it  out.     Figures  are  run  together, 
columns  are  not  separated,  commas  are  typed  over 
figures,  "  and  the  whole  is  wildly  unintelligible." 

3.  Section  46  of  statutes  cited  is  section  31. 

4.  On  page  80  the  summary  of  two  tables  gives  all  per- 
centages 100  times  too  high,  the  decimal  point  prov- 
ing consistently  obdurate. 

5.  The  formula  on  which  the  whole  thesis  depends  is  not 
only  wrong  but  is  attributed  to  the  wrong  man. 

Typical  omissions  of  essential  data 

6.  There  is  no  table  of  contents. 

7.  There  is  no  index. 

8.  There  is  no  bibliography. 

9.  An  important  law  is  quoted  without  citation. 

10.  A  page  insert  referred  to  is  lacking;  for  another  ref- 
erence the  page  is  not  filled  in. 

11.  The  basic  formula  is  not  explained  until  page  74, 
where  another  formula  is  attributed  to  the  wrong 
man. 

12.  The  questionnaire  from  answers  to  which  basic  data 
were  culled  is  not  given. 

Unscientific  methods  used 

13.  Method  used  at  one  point  is  called  incorrect  at  an- 
other. 

14.  "  Owing  to  a  typographical  error  in  the_ question- 
naire," author  says  five  was  written  for  six,  which 
vitiated  a  considerable  part  of  the  replies. 

15.  Because  1905  figures  were  used  instead  of  available 
1914  figures,  wrong  statements  were  made  regarding 
one  vital  fact. 

1 6.  Elements  of  efficiency  were  obtained  by  asking  100 
persons  to  list  what  they  considered  the  ten  most  im- 
portant elements.     Thus  98  elements  were  named 
from  which  candidate  selected  the  ten  which  had  been 
oftenest  listed  —  utterly  regardless  of  inherent  value 
of  elements. 


Undemocratic  Departments  181 

17.  Conclusions  are  forced  by  sometimes  omitting  and 
sometimes  using  relevant  material  and  by  otherwise 
changing  bases. 

18.  The  majority  of  plottings  on  curves  are  incorrect; 
e.g.,  1.5  is  plotted  as  2.0;  .2  as  .8;  .02  as  .04,  etc.,  etc. 

64.     Departmental  Meetings  and  Conferences 

The  very  faculty  members  who  protest  most  bitterly 
against  administrative  encroachment  by  dean  or  president 
will  often  be  found  most  undemocratic  in  their  manage- 
ment of  departmental  affairs.  Secrets  are  kept  by  depart- 
ment chairmen  from  colleagues  or  perhaps  by  professors 
from  professors,  or  by  all  of  professorial  rank  from  those 
below  professorial  rank.  Understandings  are  violated; 
misunderstandings  fostered ;  personalities  are  permitted  to 
interfere  with  free  suggestion  and  open  consideration  of 
alternatives. 

The  nature  of  departmental  organization  and  the  ease 
and  wholesomeness  of  its  workings  are  important  objects 
of  study.  It  will  be  necessary  in  most  colleges  to  distin- 
guish between  what  is  supposed  to  be  done  and  what  is 
actually  done.  Regulations  may  say  that  departmental  bud- 
gets originate  with  departmental  groups  as  a  result  of  de- 
partmental conferences.  The  facts  may  prove  that  there 
are  no  conferences  and  no  knowledge  by  the  group  until 
long  after  the  chairman  has  practically  settled  for  a  year 
to  come  the  department's  fortunes.  Again,  the  fact  that 
one  department  fails  to  comply  with  regulations  does  not 
mean  that  other  departments  are  not  complying.  There- 
fore it  is  necessary  to  know  both  the  advertised  and  actual 
procedure  of  each  department. 

To  insure  definite  memory  and  accurate  description  it  is 
necessary  to  ask  what  steps  were  taken  and  when  with  re- 
spect to  the  department's  last  budget,  or  the  department's 
last  five  new  instructors,  or  the  department's  conferences 
last  year  upon  teaching  efficiency. 

One  mistaken  belief  will  be  found  generally  interfering 
with  departmental  democracy;  viz.,  that  written  announce- 


1 82     Self -Surveys  by  Colleges  and  Universities 

ments,  written  catalogs,  written  reports,  written  under- 
standings, and  written  minutes  foster  perfunctory  attitudes. 
On  the  contrary,  following  an  agreed-upon  procedure  and 
taking  each  step  in  writing  foster  democracy  arid  coopera- 
tion by  reducing  or  eliminating  the  possibility  of  trouble 
and  delay  due  to  injection  or  assertion  of  personalities  and 
factionalism. 

Is  it  absurd  for  a  department  with  only  three  or  five  mem- 
bers to  record  its  plans,  agreements,  proposals,  and  actions  ? 
Comparison  of  written  procedure  with  results  will  show 
that  it  is  not  absurd  even  for  a  department  with  but  one 
person  to  leave  a  businesslike  written  record  showing  al- 
ternatives considered;  alternatives  rejected,  with  reasons; 
alternatives  accepted;  and  projects  outlined. 

65.     Interdepartmental  Conferences 

The  more  wheels  within  wheels  and  the  more  cogs  dove- 
tailing with  other  cogs,  the  more  necessary  is  it  to  have  a 
procedure  for  supplying  interrelated  faculties  with  com- 
mon purpose  and  common  language. 

Not  letting  the  right  hand  know  what  the  left  hand  does 
has  proved  wasteful  in  so  many  ways  that  faculties,  from 
college  to  elementary  school,  are  now  developing  interde- 
partmental conferences.  Teachers  of  English  cannot  suc- 
ceed without  the  aid  of  teachers  of  history,  physics,  and 
economics.  This  aid  they  cannot  secure  without  first  se- 
curing the  attention  of  those  instructors  of  other  than  Eng- 
lish classes  to  the  importance  of  the  spoken  and  written 
English  that  is  accepted  and  required.  Unless  the  eco- 
nomics department  acquaints  itself  with  the  application  of 
its  subjects  to  engineering  and  agriculture,  these  other  di- 
visions will  reasonably  demand  special  instructors  in  en- 
gineering, economics,  and  agricultural  economics. 

For  a  given  college  surveyors  must  therefore  ask : 

1.  What  subjects  naturally  dovetail  or  should  be  made 
to  dovetail;  i.e.,  to  reinforce  one  another? 

2.  In  what  ways  is  this  dovetailing  now  recognized  by 


Self-support  and  instruction 


Self-support  and  instruction 


Berea  College 


Berea 


Cooperation,  economy,  instruction  Berea 

High  cost  of  living  means  fewer  students 


Interdepartmental  Cooperation  183 

the    departments    responsible    for    those    subjects? 

3.  What  conferences  are  there  among  related  depart- 
ments when  planning  the  new  year's  work?     When 
new  courses  are  proposed?     When  new  instructors 
are  brought  in?     What  agreements  now  exist  with 
respect  to  cooperation  among  departments? 

4.  What  steps  are  taken  to  see  how  agreements  are 
working  ? 

5.  Are  they  trying  to  bring  all  members  to  meetings  . .  . 
or  are  departments  represented  by  delegates  . . .  ? 

6.  How  are  conference   conclusions   made   known   to 
members  not  present  and  to  deans  and  presidents  ? 

7.  Are  annual  summaries  made  of  advance  steps  due  to 
inter-departmental  cooperation?    Y . . .    N . . .     f. . . 

66.     Educational  Conventions 

State  and  national  conventions  cannot  be  ignored  by  edu- 
cational managements.  Even  if  their  educational  contri- 
butions were  negligible,  they  must  be  considered  as  clearing 
houses  and  stepping  stones  for  men  wishing  calls  from 
other  colleges  or  increased  salaries  at  home.  Nor  can  col- 
leges afford  to  ignore  such  recurrent  drains  upon  college 
energy  as  conventions  represent,  not  so  much  because  of 
time  required  to  attend  them,  as  because  of  time  spent  in 
preparing  for  them  —  and  in  getting  over  them ! 

Whether  contributions  to  conventions  result  in  net  gains 
or  net  losses  to  a  particular  college  can  be  ascertained  by 
self-surveys.  Whether  the  benefits  are  distributed  equally 
among  departments  and  faculty  members  and  how  directly 
students  share  in  them  can  also  be  ascertained  by  requiring 
such  facts  as  these : 

1.  The  number  of  state,  district,  and  national  conven- 
tions which  deal  with  subjects  treated  at  the  college 
surveyed. 

2.  The  number  of  college  instructors  or  officers  attend- 
ing each  convention. 

3.  The  number  of  persons  engaged  in  each  line  who 


184     Self -Surveys  by  Colleges  and  Universities 

did  not  attend  its  convention  last  year;  the  year  be- 
fore ;  the  last  five  years. 

4.  The  number  of  "  rounders  "  or  "  repeaters  "  in  the 
faculty  who  at  the  expense  of  the  college  or  them- 
selves attend  meetings  regularly. 

5.  The  amount  of  college  time  and  college  money  spent 
upon  these  trips. 

6.  The  ways  in  which  those  who  do  not  attend  con- 
ventions are  acquainted  with  proceedings  at  conven- 
tions; i.e.,  through  written  or  verbal  reports  to  fac- 
ulty, trustees,  faculty  groups,  or  students. 

7.  Steps  taken  to  follow  up  and  apply  locally  the  sug- 
gestions received  from  conventions. 

8.  The  number  of  men  who  have  received  invitations 
from  other  colleges  because  of  visits  to  conventions. 

9.  The  number  of  men  drawn  from  other  colleges  be- 
cause met  at  conventions. 

10.  Concrete  evidences  that  instruction  or  management 
or  team  spirit  has  appreciably  benefited. 

11.  Concrete  evidences  that  individual  subjects  or  de- 
partments or  the  whole  college  have  failed  to  benefit 
either  because  conventions  were  not  attended  or  con- 
vention benefits  not  followed  up. 

Shortly  after  trustees  begin  to  ask  about  college  benefits 
received  from  faculty  conventions,  they  will  wish  to  get  to- 
gether to  compare  experiences  and  to  discuss  problems 
peculiar  to  lay  sponsors  for  the  huge  expenditures  for 
higher  education. 


VI 

EXTRA-CURRICULAR  ACTIVITIES  OF 
STUDENTS 

67.     Student  Cost  of  Living,  Room  and  Board 

UNFORTUNATELY  no  one  knows  how  many  high- 
school  boys  and  girls  have  given  up  hope  of  going  to 
college  because  they  cannot  afford  the  cost  of  living  away 
from  home  while  taking  a  college  course.  They  could  spare 
the  time;  they  could  go  without  earning;  they  could  raise 
the  tuition :  they  could  not  give  time,  go  without  earning, 
pay  tuition,  and  pay  for  board  and  room. 

Many  colleges  have  allowed  landlords  and  grocerymen 
to  absorb  margins  of  paying  power  which  students  would 
have  been  glad  to  pay  for  higher  tuition  or  for  wider  col- 
lege opportunities.  So  great  have  been  recent  increases  in 
cost  of  living  that  colleges  out  of  self-defense  must  con- 
sider the  student's  problem  their  own  problem  and  will 
wisely  begin  by  asking  whether  they  themselves  are  doing 
all  that  might  be  done,  first  to  check  advance  of  costs,  and 
secondly,  to  reduce  costs. 

One  obstacle  to  moderate  living  expenses  is  the  leisure- 
class  theory  which  Veblen  breaks  into  three  canons  or  re- 
quirements: conspicuous  waste;  conspicuous  consumption; 
and  conspicuous  leisure.  Fewer  and  fewer  are  the  colleges 
that  are  proud  of  their  low  cost  of  living.  Even  state  uni- 
versities dread  what  one  president  says  would  be  "  bar- 
racks "  and  covet  what  he  calls  "  residential  halls."  Thus 
we  find  college  dormitories  running  often  without  effort  to 
make  them  entirely  self-supporting  and  sometimes  without 
effort  to  fit  the  charge  to  student  ability  to  pay ;  i.e.,  to  stu- 
dent home  standards. 

Paralleling  these  psychological  barriers  to  low  cost  of 
living  is  another  movement  which  demands  higher  sanitary 
standards  for  rooming  and  boarding  houses,  which  are  in- 
variably used  as  excuses  for  increased  prices.  Cleanliness, 

185 


1 86     Self -Surveys  by  Colleges  and  Universities 

ventilation,  light,  cubic  space,  running  water,  pure  foods, 
etc.,  cost  money. 

The  first  step  in  a  survey  of  living  conditions  is  to  an- 
alyze and  describe  them : 

1.  Is  it  known  how  many  rooms  for  how  many  students 
are  available  outside  of  college  dormitories?     Y . . . 
N... 

2.  Is   a   directory   distributed   among  students   giving 
prices  and  facts  as  to  location  and  size  of  room,  near- 
ness to  toilet  and  bath,  exposure,  windows,  artificial 
light,  wardrobes  ?     Y . . .     N . . . 

3.  Is  one  college  committee  or  officer  responsible  for  all 
descriptions?     Y. . .     N... 

4.  Are  students  encouraged  to  reduce  congestion  and 
rent  by  walking  to  distant  houses  ?     Y . . .     AT ... 

5.  Will  the  college  give  credits  toward  "  gym "   for 
walking  over  a  mile  two  or  more  times  daily?     Y. . . 
N... 

6.  Are    restaurants    and.  boarding    houses    inspected? 
Y...  N...     How  often?     By  whom?     How  defi- 
nitely ? 

7.  Are  results  of  inspection  made  known  to  students? 
Y...     N... 

8.  Are  retail  prices  studied  and  compared  with  prices  in 
near-by  non-college  towns  of  similar  size?     Y... 
N... 

9.  Does  the  college  prohibit  students  from  living  or 
boarding  in  places  which  do  not  conform  to  minimum 
standards     of     sanitation     and     propriety  ?     Y . . . 
AT... 

10.  Is  information  about  living  alternatives  sent  to  stu- 
dents' homes  so  that  parents  and  principals  may  help 
select    accommodations    fitted    to    financial    ability? 
Y...     N... 

11.  Are  typical  student  budgets  to  show  minimum  possi- 
bilities and  various  grades  up  to  the  maximum  per- 
missible included  in  statements  to  parents  and  pupils  ? 
Y..       N.. 


Student  Expense  Budgets  187 

Only  by  answering  such  questions  and  acting  in  accordance 
with  evidence  obtained  can  colleges  reduce  the  unearned  in- 
crement which  a  few  stronger  forces  in  a  college  town  will 
manage  to  absorb. 

Having  college  dormitories  does  not  remove  the  im- 
portance of  questions  like  the  above.  The  modern  idea  is 
that  every  boarding  and  rooming  place  is  part  of  the  offi- 
cial accommodations  offered  by  a  college ;  it  helps  select  and 
it  supervises.  Few  colleges  as  yet  have  dormitories  enough 
so  that  by  competition  they  can  compel  lower  and  better  ac- 
commodations outside.  Laboratory  use  of  need  for  in- 
formation regarding  living  costs  can  be  made  by  classes  in 
household  economics,  statistical  method,  etc. 

Student  budgets  of  expenses  will  disclose  factors  that  are 
artificially  raising  the  cost  of  living.  Several  women's  col- 


Student    Expenses  —  Smith      cooperative  study,   8^x10% 

September—  October             Sept.—  Oct.      Class,..    No. 

[  Student'  a  stub 
11  heads] 

Tuition              Board 
[Total]                 DAY                  and                    and 
Extra  Fees            Room 

TUITION    and    EXTEA 
FEES 

TOTAL 

Other  expense  headings  to  be  filled  out  day  by  day  and  returned,  and  to 
be  summarized  on  the  stub  retained  by  the  student,  were: 

Clothing 

Laundry 

Traveling 
Expenses 

HEALTH 

Extra  Food 
Recreation 
Hospitality 

Dues  and 
Subscriptions 

Books 
Stamps  and 
Stationery 

Church 
Charity 

Incidentals 

TOTALS 

1 88     Self -Surveys  by  Colleges  and  Universities 

leges  have  for  some  time  been  having  student  budgets  kept 
for  information  about  the  cost  of  living  and  particularly  to 
train  students  in  investigation  and  in  budget  keeping.  An 
extensive  study  was  made  by  Smith  in  1914,  where  each  stu- 
dent recorded  through  several  months,  in  books  provided  by 
the  college,  expenses  as  noted  on  the  preceding  page. 

Any  advice  to  parents  which  Yale  feels  free  to  give  can 
with  dignity  be  duplicated  by  other  colleges.  President 
Hadley  warns  parents  against  allowing  students  too  much 
for  college  expenses.  What  he  considers  moderate  for 
Yale  would  be  immoderate  for  590  of  our  600  colleges. 
The  principle  is  clear,  however,  that  unless  colleges  impose 
restrictions  upon  the  few  students  who  have  ability  to  spend 
too  much,  those  students  will  progressively  force  up  the 
standard  of  living  for  all  other  students.  It  takes  but  a 
short  time  for  a  student  body  to  change  unrecognizably. 

Over  dormitory  standards  the  college  has  complete  con- 
trol. If  inquiry  shows  that  rooms  or  board  cost  more  than 
necessary,  immediate  remedy  for  several  conditions  may  be 
possible. 

1.  Are  payments  required  in  advance?     Y. . .     N... 

2.  Are  "bad  debts"   followed  until  collected?     Y... 
N... 

3.  Is  purchasing  done  advantageously?     Y...     N... 

4.  Are  food  portions  standardized?     Y. . .     N... 

5.  What  is  done  to  reduce  and  to  use  table  waste? 
Y...     N... 

6.  Are    staple    supplies    bought    at   wholesale    prices? 
Y...     N... 

7.  Are    purchases    tested    for    quality    and    quantity? 
Y...     N... 

8.  Can  students  wait  on  table  without  social  prejudice? 
F...     N... 

9.  Is  the  dietary  balanced?     Y . . .     N. . . 

10.  Is  it  too  restricted  for  the  price  ?     Y...     N... 

11.  Could  a  palatable,  wholesome  dietary  be  supplied  at  a 
lower  price ;  i.e.,  is  the  present  dietary  unnecessarily 
elaborate  and  expensive?     Y. . .     N. . . 


Dormitory  Management  189 

12.  When  costs  are  counted,  is  a  charge  made  to  cover 
all    overhead,    including    interest    charges?     Y... 
N... 

13.  Is  dormitory  space  economically  used ;  i.e.,  could  more 
rooms  be  obtained?     Y...     N... 

14.  Could  prices  be  scaled  down  by  increasing  the  num- 
ber of  rooms  without  making  rooms  too  small  for 
convenience  and  health?     F. . .     N... 

15.  Are  room  prices  adjusted  to  market  value  of  space; 
i.e.,  could  the  minimum  be  lowered  by  charging  more 
for    rooms    with    exceptional    advantages?     Y... 
N... 

16.  Is  the  cafeteria  idea  feasible  so  that  the  service  cost 
can  be  reduced? 

17.  Is  the  a  la  carte  idea  workable? 

18.  Is  the  "club  meal"  idea  workable;  e.g.,  may  stu- 
dents wishing  cereal  and  milk  for  breakfast  buy  that 
only? 

19.  What  is  done  to  interest  students  in  food  alterna- 
tives and  to  show  them  what  many  must  learn  later, 
that  "  Mann  ist  was  er  issn't "  is  truer  than  that 
"  Mann  ist  was  er  isst "  ? 

20.  What  is  done  to  encourage  cooperative  student  hous- 
ing? 

21.  Are  secret  societies  or  other  clubs  supervised  and  pre- 
vented from  unduly  raising  the  standards  of  living 
for  themselves  and  other  students?     Y...     N... 
?... 

22.  Do  the  published  statements  about  the  income  and  ex- 
penses of  dormitory  represent  the  truth  . . . ;  or  do 
they  appear  self-supporting  when  they  lose  money 
. . .  ;  or  are  they  called  self-supporting  when  they  pay 
nothing  toward  rent   . . .  ? 

23.  Must  the  commissary  pay  for  itself  as  it  goes;  i.e., 
are  the  records  such  as  to  show  not  merely  what 
money  has  been  paid  out  but  also  the  value  of  goods 
consumed   week   by   week?     F. . .     N...     Minne- 
sota's dormitories  know  currently  whether  they  are 


190     Self -Surveys  by  Colleges  and  Universities 

running  ahead  or  behind,  and  if  celebrating  a  foot- 
ball victory  makes  last  week's  cost  excessive  the 
steward  cuts  down  on  next  week's  desserts  or  meats. 


MIAMI  UNIVERSITY 

BOARDING  DEPARTMENT        LUNCH  AND  DINNER 


BREAKFAST- 
DAILY  REPORT 

BISHOP         HEPBURN      COMMONS 

Number  regular  boarders  for  current 

week     

Number  of  university  employees  served     

Total  number  of  boarders   (basis  for 

food   allowance)    

Allowance  for  food  supplies  per  day 

Amount  requisitioned  for  food  supplies. 

Profit    for   this    day    

Loss   for  this  day    

Profit  per  day  for  current  month 

Loss  per  day  for  current  month 

Profit  per  day  for  corresponding  month 

last  year   

Profit  per  day  for  best  month  —  current 

year    

Income   from   single  meal   tickets   for 

current  month  to  date 

Income   from   single  meal  tickets   for 

best    month  —  current    year    

Actual  number  of  meals  served: 

Regular  boarders   

Employees      

By  single  meal  tickets 

Guests    

Total    

Cost  per  meal   served    

REMARKS: 


Boarding  Efficiency  Checks 

BOARDING  DEPARTMENT 
Matron's  Daily  Report 


Hall 

Lunch  and  Dinner — 
Breakfast    


MENU  —  A s  Served 
LUNCH 


DINNER 


BREAKFAST 


REPORT  ON  SERVICE 
Names  of  employees  reporting  late: 
Instances  of  unsatisfactory  service — -by  whom  — 
Report   of   dishes   broken   in   kitchen    (number,   kind,   by 

whom). 
General  Remarks: 


(Signed)- 


Matron 

Receipts  for  new  dishes  used,  unit  costs,  and  additional 
remarks  or  suggestions  should  be  given  on  reverse  side 
of  this  sheet. 


REMARKS 

(1)  Reasons    for 

changes  in 
menu  if  any? 

(2)  Was      menu      as 

served  satisfac- 
tory? 

(3)  What  items  were 

unsatisfactory? 

(4)  What     foods     re- 

turned to  kitch- 
en uneaten? 
Why? 

(5)  What  dishes  were 

poorly  cooked? 

(6)  Suggested 

changes  if  menu 
is  used  again 

(7)  Were  supplies  re- 

c  e  i  v  e  d  from 
s  t  o  re-room  on 
time? 

(8)  Condition  of  sup- 

plies: 
Meats 
Fruits 
Vegetables 
Miscl. 


DO  NOT  WRITE 
HERE 

Total  meals  served 

Total  cost  

Cost  per  meal  served 


Daily  Report  —  Head  Waiter 

NUMBER    MEALS    SERVED 

LUNCH      DINNER      BREAKFAST      TOTAL 

(i)  Were     meals 
served  on  sched- 
ule' 

(2)  What  items  in 

Total                             

(Turn  in  single  meal  and  guest  tickets  with  report) 

(  t\    What       fnnrlc       r«» 

Names  of  waiters  reporting  late  or  absent  and  reason: 
Instances  of  unsatisfactory  service  —  by  whom—: 
Report  of  dishes  broken  in  dining  room  (number,  kind, 
by  whom) 
Was  service  prompt  and  satisfactory? 
If  not  indicate  reason  for  delay,  etc. 
In    your    judgment    how    satisfactory    was    menu    to 
boarders?     Check  below. 

BREAKFAST      LUNCHEON       DINNER 

turned  to  kitch- 
en uneaten? 
Why? 

(4)  What  dishes  were 
poorly  cooked? 

(5)  Was   there   short- 
age in  quantity 

Good    

Fair       .....                                  ... 

Remarks: 
fSitrnecH                         

(i)  Tables 

(t\    FnoH 

i92     Self -Surveys  by  Colleges  and  Universities 
68.     Cost  of  High  Living 

Were  the  cost  of  board,  room,  and  clothes  to  decrease  for 
ten  years,  were  colleges  to  give  free  board  and  room,  it  is 
probable  that  the  gross  cost  of  living  at  colleges  would  go 
on  increasing.  College  boys  and  girls  tend  to  spend  all 
their  parents  will  afford.  The  reason  one  thousand  dollars 
is  moderate  at  Yale  is  not  that  New  Haven's  living  costs 
are  high  but  that  there  is  high  living  among  Yale  men. 
For  every  fifty  dollars  parents  are  willing  to  add  to  tuition 
they  gladly  add  one  or  two  hundred  toward  high  living. 
Our  sons  must  "  keep  up."  Were  it  not  tragic  it  would 
be  amusing  that  college  instructors,  Juno-eyed,  watch  the 
same  fond  parents  or  taxpayers  refuse  to  keep  instructors' 
salaries  growing  with  growing  costs  of  living,  and  lavishly 
finance  artificially  raised  costs  of  high  living  among  stu- 
dents. 

Among  causes  at  work  everywhere  to  increase  high  living 
by  college  students  are  these,  all  of  which  lend  themselves 
readily  to  discovery,  location,  description,  and  control  via 
cooperation  of  trustees,  faculty,  and  student  organizations: 

1.  The  secret  or  other  social  club,  accentuated  when  in- 
tercollegiate. 

2.  Intercollegiate  athletics  with  practically  compulsory 
tax  for  games  at  home  and  abroad. 

3.  Unrestrained  expenditures  by  the  few  whose  parents 
want  them  "  to  make  a  splash  " ;  specifically  the  auto- 
mobile and  tomorrow's  airship. 

4.  Natural  social  preferment  by  faculty  as  well  as  stu- 
dents of  those  who  have  money  to  spend. 

5.  Lack  of  community  parties  where  the  only  aristoc- 
racy is  ability  to  compete  in  singing,  games,  conversa- 
tion, entertainment. 

6.  Student  functions  which  constitute  practical  assess- 
ment upon  loyalty  and  pocketbook  —  Junior  prom, 
glee  club,  theatrical  society  —  and  where  those  who 
can  spend  set  the  pace. 

7.  Faculty  failure  to  prove  interest  in  brain  contests  and 


Limiting  Student  Extravagance  193 

inexpensive  entertainments,  annual  oratorical  and  de- 
bate contests,  dramatics,  photography-club  exhibit. 

8.  Failure  of  catalog  or  advisers  to  inform  parents  and 
students  of  alternatives  to  high  living  and  extrava- 
gance. 

9.  Failure  of  private  colleges  to  announce  that  profligate 
or  extravagant  students  will  not  be  allowed  to  re- 
main and  thus  licensed  to  levy  taxes  upon  the  entire 
student  body. 

69.     The  Out-of-State  Student 

The  state-supported  college  cannot  legally  —  without  leg- 
islation—  limit  home-state  student  expenditures.  It  can 
set  such  students  an  example  in  the  conduct  of  its  own  dor- 
mitories and  restaurants  and  in  its  control  of  student  clubs 
and  activities.  It  can  enforce  economy  as  well  as  honesty 
and  accountability  upon  organized  student  activities.  With 
out-of -state  students  it  is  free  to  repress  extravagance  un- 
relentingly 

1.  By  exacting  pledges  in  advance  not  to  exceed  a  fixed 
limit  and  to  keep  accounts  subject  to  audit. 

2.  By  dismissing  upon  evidence,  without  refunds. 

3.  By  refusing  registration  to  reduce  congestion  and 
higher  rents. 

4.  By  conditioning  registration  upon  residing  outside 
the  congested  area.     Wisconsin  by  state  law  gives 
resident    students    preference    in    dormitories.     All 
state-supported  dormitories  should  report  non-resi- 
dents housed. 

5.  By  limiting  membership  in  student  social  clubs. 

6.  By  exacting  a  higher  standard  of  scholarship  for  reg- 
istration and  for  continuance,  coupled  with  a  lower 
leeway  of  permissible  unexcused  absences.     It  takes 
time  to  be  pleasurably  extravagant. 

7.  By  requiring  participation  (by  undergraduates)  in  in- 
tellectual or  non-social  activities. 

Every  state-supported  institution  can  easily  learn  for  each 


194     Self -Surveys  by  Colleges  and  Universities 

item  of  living  cost  what  each  student,  resident  as  well  as 
non-resident,  spends.  Pains  must  be  taken  to  secure  total 
costs,  including  money  spent  at  home  upon  clothes  for  col- 
lege use,  etc.,  as  well  as  amount  spent  in  the  college  town. 
The  totals  (obtained  by  the  board  of  visitors)  for  non- 
residents at  the  University  of  Wisconsin  in  1914  included 
these : 

Of  649  comparable  non-residents,  409  or  64%  spent  over 

$500  and  141  or  22%  spent  over  $700. 
Of  825  comparable  resident  students,  260  or  32%  spent 

over  $500  and  48  or  less  than  6%  spent  over  $700. 

It  would  be  helpful  to  know  how  those  spending  over  $500 
and  over  $700  are  related  to  one  another,  to  college  politics, 
fraternities,  society  affairs,  and  scholarship.  Such  correla- 
tions self-surveys  even  by  students  can  easily  make. 

70.     Student  Assemblies 

That  the  assembling  of  students  promotes  college  spirit 
and  liberalizes  the  individual  is  universally  believed. 
Whether  the  assembling  should  be  at  chapel  exercises,  at 
athletic  contests,  at  choral  services,  or  so-called  assemblies 
has  become  an  acute  problem.  In  many  institutions  of 
higher  learning  the  unofficial  compulsion  to  attend  football 
games  is  more  effective  than  official  compulsion  to  attend 
chapel  or  assembly.  For  this  result  the  unattractiveness 
of  chapel  and  assembly  shares  responsibility  with  the  attrac- 
tiveness of  athletic  contests.  Whatever  the  reason,  self- 
surveyors  will  want  to  locate  it. 

From  official  records  may  be  learned  what  assemblies 
there  are;  how  often;  whether  compulsory  or  optional;  how 
large  the  estimated  attendance  and  non-attendance;  the 
names,  number,  and  topics  of  speakers;  whether  there  is  a 
whole-hearted  inspiring  welcome  to  new  students  the  first 
week;  whether  assembly  plans  are  fitted  to  out-of -college 
advertising  or  to  students  at  college.  Inquiry  will  disclose 
how  definitely  these  meetings  are  planned  and  whether  in 


Assemblies  an  Asset  195 

purpose  and  execution  they  justify  attendance  by  the  stu- 
dent body. 

To  learn  what  the  faculty  and  students  think  about  as- 
semblies will  call  for  "  scouting  "  or  preferably  for  ques- 
tionnaires. Frank  answers  will  be  given,  will  indicate 
where  assemblies  have  heretofore  been  unattractive,  and 
may  bring  worthwhile  suggestions  like  these: 

1.  That  there  be  more  contributions  by  both  students 
and  faculty,  as  in  freshman  addresses  at  Reed  Col- 
lege. 

2.  That  home  talent  be  not  displaced  by  foreign  talent. 

3.  That  there  be  special  assemblies  for  students  having 
common  interests,  for  all  students  within  a  college, 
for  all  students  who  can  meet  most  conveniently  at 
four  o'clock  or  at  ten  o'clock,  for  all  students  taking 
English  courses. 

4.  That  there  be  community  music  at  all  assemblies. 

5.  That  faculty  members  explain  advances,  discoveries, 
or  leading  personalities  in  their  field. 

6.  That  graduate  students  test  the  value  and  interest  of 
their  researches. 

7.  That  president  and  deans  appear  oftener. 

8.  That  assembly  exercises  be  used  to  correlate  courses 
as  in  former  days  presidents  used  assemblies   for 
plain  talks  that  were  really  courses  in  civics  and  so- 
ciology ;  and  as  President  Stowe  of  Toledo  University 
is  now  giving  compulsory  courses  (three  credits)  to 
freshmen  on  (a)  principles  of  human  behavior  and 
(b)  the  university  and  the  value  of  education. 

9.  That  departments  as  such  take  turns  in  being  re- 
sponsible for  assemblies. 

10.  That  results  of  the  "  help-your-college  complaint  and 
suggestion  box  "  be  made  part  of  the  assembly  pro- 
gram. 

Many  a  college  in  need  of  funds  is  desperately  seeking 
friends  outside  of  college  while  neglecting  the  opportunities 
and  resources  that  proper  assemblies  would  generate. 


196     Self -Surveys  by  Colleges  and  Universities 
71.    Student  Self -Government 

Wherever  efficiently  tried,  student  self-government  has 
reduced  several  kinds  of  waste :  purpose  waste,  time  waste, 
money  waste.  Whether  a  college  has  efficiently  or  ineffi- 
ciently tested  student  cooperation  in  effecting  student  self- 
government  and  student  democracy  or  has  not  even  tried  it 
can  quickly  be  learned  by  self -surveyors.  How  first  steps 
shall  be  taken,  or  how  extension  shall  be  made  or  improve- 
ments effected  in  execution,  will  require  study  and  discus- 
sion. 

It  is  reason  enough  for  self-government  that  it  releases 
faculty  energy  for  instructional  purposes.  Again,  it  would 
justify  itself  if  only  it  reduced  student  license  to  waste  stu- 
dent time  and  opportunity.  An  even  more  important  rea- 
son is  that  properly  administered  self-government  in  college 
is  admirable  field  training  for  self-government  after  college. 

The  points  to  be  surveyed  in  self-government  of  the  stu- 
dent organization  are  practically  the  same  as  those  to  be 
examined  in  college  management.  What  does  the  self-gov- 
ernment association  set  out  to  do?  How  does  it  go  about 
these  duties  and  exercise  these  powers?  What  are  the  re- 
sults ?  Obstacles  to  success  include  these  : 

1.  Too  few  powers  and  duties  are  given  to  self-govern- 
ment association;  i.e.,  it  is  limited  to  dormitories  or 
to  women's  dormitories. 

2.  Too  few  students  participate. 

3.  Fraternity  or  other  factional  politics  dominate  elec- 
tions. 

4.  The  constitution  does  not  provide  for  referendum 
and  recall,  hence  lax  administration  brings  discredit 
and  contempt  and  violation  of  rules  with  impunity. 

5.  Often  neither  the  individual  defendant  nor  the  stu- 
dent republic  is  protected.     There  is  no  appeal  by  the 
defendant  against  unreasonable  harshness,  or  no  ap- 
peal by  the  interested  believer  in  order  against  a  too 
lax  judgment. 

6.  Often  faculties  instead  of  working  through  student 


Limits  to  Self -Government  197 

organization  overrule  or  disregard  the  student  or- 
ganization, with  the  inevitable  result  of  making  stu- 
dents feel  that  self-government  is  a  fiction. 

7.  Accounts  of  stewardship  by  elected  officers  are  insuf- 
ficient to  inform  and  to  interest  the  partners.     Re- 
ports are  indefinite,  meetings  are  called  without  being 
properly  announced,  planned  for,  or  conducted. 

8.  Business  meetings  between   student  representatives 
and  faculty  are  semi  or  pseudo  social;  i.e.,  wasteful; 
i.e.,  discouraging  or  demoralizing. 

9.  As  difficulties  or  even  scandals  arise,  faculties  or  ad- 
ministrative officers  too  often  become  revolutionists 
or   anarchists   and    require   curtailment   of    student 
powers  and  responsibilities,  thereby  shifting  to  them- 
selves the  real  blame  for  a  breakdown  of  student  self- 
government. 

The  following  caution  with  respect  to  student  self-gov- 
ernment comes  from  President  Evans  of  Ripon: 

"  The  matter  of  student  government  is  an  intimate 
part  of  any  educational  policy  and  practical  life  train- 
ing. Student  self-government  is  theoretically  splendid, 
and  practically  too  little  efficient.  The  self  is  often 
more  prominent  than  government.  Virtue  of  freedom 
is  too  often  formal,  and  because  of  immaturity,  inex- 
perience, and  lack  of  expert  consecutive  and  mature 
leadership,  degenerates  into  a  species  of  license. 
'  Think  for  yourself '  and  '  Work  out  your  own  prob- 
lems '  are  proverbs  which  flatter  the  pride  of  students 
while  they  do  not,  and  ought  not,  win  their  best  judg- 
ment. 

"  College  administrative  officers  and  faculties  are 
placed  to  guide  in  right  thinking  and  to  encourage  in 
right  doing.  It  is  more  important  to  think  aright  and 
do  aright  than  it  is  to  think  and  to  do  alone." 

72.     Group  Relations  of  Students 

Professor  R.  B.  Way  of  Beloit  suggests  that  in  addition 
to  studying  the  individual  student's  part  in  student  activities, 


198     Self -Surveys  by  Colleges  and  Universities 

it  will  help  to  analyze  group  affiliations  and  their  bearing 
upon  living  expenses  and  student  spirit.  This  is  a  helpful 
reminder,  because  we  are  in  danger  of  "  not  seeing  the 
woods  for  the  trees." 

Student  groups  have  set  an  example  so  far  as  group 
honors  —  scholastic,  athletic,  social  —  are  concerned. 
They  conduct  continuing  and  cumulative  —  and  often  ideal- 
ized—  surveys  of  their  influence  and  accomplishments. 
Their  help  could  easily  be  enlisted  in  studies  of  each  group's 
relation  to  the  student  body  outside  that  group.  Only  by 
careful  studies  in  this  direction  will  colleges  obtain  the  facts 
necessary  to  show  the  superior  value  of  democratizing  over 
snobbitizing  activities,  of  literary  over  spending  tests  for 
admission  to  groups,  of  many  over  few  groups. 

A  first  step  is  to  secure  for  each  group  as  a  whole,  and 
for  each  person  in  each  group,  a  balance  sheet  of  time  and 
money  spent  (a)  in  just  belonging;  (b)  in  recreation  con- 
nected with  belonging;  (c)  in  preparing  for  or  performing 
the  tests  or  services  for  which  the  group  exists;  e.g.,  de- 
bating, playing  football,  singing. 

The  time  and  money  cost  imposed  upon  the  whole  student 
body  or  considerable  sections  of  it  by  each  group's  activity 
should  be  studied  also.  Vicarious  activity,  dramatic  or  ath- 
letic, may  be  extravagant  for  the  college  in  proportion  as  it 
is  successful  for  the  special  group  involved. 

Whether  a  college  is  attempting  to  understand  and  guide 
and  use,  or  merely  to  police,  student  groups  is  as  important 
as  it  is  easy  to  learn. 

73.    Supervision  of  Student  Activities 

Between  no  supervision  and  too  much  supervision  of  stu- 
dent activities  many  colleges  are  finding  a  golden  mean 
which  increases 

1.  The  number  of  activities  and  equitability  of  student 
interest. 

2.  The  information  available  to  students  when  weighing 
preference  for  outside  activities. 


Equalising  Student  Participation  199 

3.  The  number  belonging. 

4.  The  number  participating. 

5.  Requirements  for  admission  and  for  continuing. 

6.  Democracy  among  activities. 

7.  Efficiency  of  activities. 

8.  Value  of  activities  to  college  morale. 

9.  Help  of  activities  in  raising  standards  of  scholarship 
and  in  reducing  excessive  drains  upon  student  time. 

10.  Credit  of  activities  with  tradesmen. 

11.  Use  of  activities  for  instructional  purposes. 

12.  Value  to  the  individual  student  of  contact  and  train- 
ing in  these  activities. 

Whether  faculties  are  neglecting  or  patronizing  student 
activities  can  be  quickly  learned.  It  is  worth  learning,  too, 
because  the  worst  and  best  features  of  a  college  are  apt  to 
be  reflected  in  student  management  of  student  activities. 
The  student  daily,  weekly,  or  annual  publications  often  dis- 
close more  accurately  the  restrictions  and  opportunities  of 
a  college  than  do  the  published  utterances  of  trustees  and 
officers. 

A  student  credit  rating  is  now  made  by  Miami  University, 
a  sort  of  standardized  Bradstreet-Dun  for  the  reputation  of 
college  students  in  paying  debts,  in  keeping  appointments,  in 
carrying  responsibility.  By  limiting  unexcused  absences  to 
three  and  by  an  enforced  study  hour  under  supervision 
(page  284),  Miami  also  indirectly  curbs  outside  activities. 
Several  other  steps  taken  by  colleges  are  listed  in  Record 
Aids  in  College  Management. 

Among  questions  which  self -surveyors  will  ask  are  these : 

1.  Does  the  application  blank  call  for  students'  experi- 
ence in  outside  activities  when  at  preparatory  school  ? 
Y...     N... 

2.  Is  a  list  of  activities  handed  to  students  when  register- 
ing, with  the  requirement  that  preferences  be  noted? 
Y...     N... 

3.  Is  a  point  system  like  Cornell's  (women)  used  for 
active  positions  held  or  parts  taken,  so  as  to  prevent 


2oo     Self -Surveys  by  Colleges  and  Universities 

concentration  of  duties  —  and  benefits  —  among  too 
few  students?     Y. . .     N. . . 

4.  Is  class  work  correlated  with  outside  activities  as  at 
Dartmouth,  where  written  composition  is  credited  ac- 
cording to  the  rate  given  it  by  student  journals  — 
whether  accepted  or  not  ?     Y . . .     N . . .     Is  work 
of  intercollegiate  debaters  credited  toward  English 
or  economics  or  history  courses?     Y. . .     N. . . 

5.  Is  a  uniform  system  of  accounts  prescribed  and  au- 
dited?    Y...     N...     Is    the    budget    system    en- 
forced?    Y...     N... 

6.  Is  the  auditing  correlated  with  instruction  in  book- 
keeping?    Y...     N... 

7.  Is  a  particular  faculty  member  charged  with  respon- 
sibility for  representing  the  faculty  with  outside  ac- 
tivities?    Y. ..     N... 

8.  Does  the  college  supplement  outside  social  activities 
with  general  college  parties  . . . ,  or  with  faculty  en- 
tertainments . . .  which  include  students  who  for  eco- 
nomic or  other  personal  reasons  and  difficulties  are 
not  drawn  into  student  groups  ? 

9.  Are  there  enough  literary  and  scientific  societies? 
Y. . .     N. . .     Does  successful  membership  in  them 
win  college  distinction?     Y . . .     N. . . 

10.  Must  permission  be  received  for  society  entertain- 
ments, including  house  parties  and  dances?     Y . . . 
N . . .     Is  it  confined  with  few  exceptions  to  Friday 
and  Saturday  nights?     Y. . .     N. . . 

11.  Must  chaperons  be  provided  for  all  mixed  parties? 
Y...     N...     Is  this  a  mere  formality   ...    or  is 
chaperonage  effective  . . .  ?    Are  chaperons  made  to 
enjoy  their  own  part?     Are  amenities  of  cultured 
society  first  taught  and  then  insisted  upon?     Y.  . . 
N...     Is  the  hour  of  closing  fixed?     Y...     N... 
Is  it  eleven  o'clock  . . .,  midnight  . . .,  or  three  A.M. 
...? 

12.  Are  fraternities  or  sororities  prohibited  ...  or  reg- 
ulated . .  .  ?     Are  pledging  and  rushing  restricted  to 


Pageant  of  the  seasons 


Folk  dancing 


Pennsylvania  State  College 


Pennsylvania  State 


Saturday  excursion  Pennsylvania  State 

Correlating  work  with  good  times 


Students  on  Outside  Activities  201 

certain  weeks  ...  or  limited  in  method  at  whatever 
time  .  .  .  ?  Is  control  exercised  in  requirements  of 
work  .  .  .  rather  than  prohibitions  .  .  .  ? 


Of  231  Wisconsin  upper  classmen  answering,  73  or 
said  outside  activities  took  too  much  time,  and  33  or  13% 
said  they  took  too  little.  Among  comments  were  these: 
Freshmen  are  too  often  urged  to  take  part  in  too  many 
activities;  too  little  attention  is  given  to  literary  activities; 
too  few  occasions  offer  when  students  may  meet  faculty 
socially.  Of  351  faculty  members  answering  definitely,  274 
expressed  the  belief  that  social  diversions  interfered  with 
students'  interest  in  and  time  for  college  work. 

74.     Health  Protection  and  Hygiene  Instruction 

In  the  stone  age  of  health  supervision,  say  until  the  early 
go's,  a  favorite  bromide  of  higher  education  was:  Mens 
sana  in  corpore  sano.  In  the  neo-health  age  of  1917,  when 
higher  education  has  begun  to  make  soundness  of  body  a 
minimum  essential  for  registration  and  continuance,  the  old 
Latin  quotation  is  almost  forgotten.  Sic  semper  empty 
utterances,  however  full  of  truth  their  words.  So  much  is 
now  done  in  so  many  ways  for  promotion  of  health  and  in- 
struction in  hygiene,  that  only  a  few  earmarks  and  short- 
cuts may  be  mentioned  here.  For  concrete  helps  readers 
are  referred  to  Record  Aids  in  College  Management,  pp. 
40—52,  which  proves  that  few  private  patients,  even  of  the 
wealthiest,  receive  physical  supervision  equal  to  that  which 
many  colleges  are  now  aiming  to  make  compulsory  for  all 
students. 

Health  surveys  will  concern  three  main  questions:  (a) 
What  health  needs  the  student  brings  to  college,  (b)  What 
health  environment  the  student  finds  at  college,  (c)  What 
health  protection  and  benefits  the  student  receives  at  col- 
lege. 

What  health  needs  the  student  brings  should  be  found  out 
and  is  now  being  found  out  before  registration  is  permitted. 
Fortunately,  this  requirement  will  help  many  below  par 


202     Self -Surveys  by  Colleges  and  Universities 

beyond  those  accepted.  Undoubtedly  the  general  health 
certificate  which  several  colleges  require  will  soon  give  way 
to  specific  surveys  from  the  family  physician  plus  detailed 
student-answered  questions  such  as  several  colleges  now  ask 
their  students  to  answer  when  registering,  and  recurrently 
during  residence;  e.g., 

1.  How  many  hours  of  exercise  do  you  take  a  week? 

2.  How  much  time  do  you  spend  out  of  doors  a  week? 

3.  Do  you  keep  your  bedroom  windows  open  wide  at 
night;  how  often  do  you  change  your  underclothing 
in  summer;  winter? 

4.  What  weakness  or  tendency  to  ill  health  have  you? 

5.  How  often  do  you  have  a  cold  in  the  nose,  throat, 
lungs  ? 

Whether  a  college  is  physically  fit  to  receive  a  physically 
fit  student  is  a  question  which  requires  surveys  of  buildings 
and  grounds,  including  private  rooming  and  eating  houses 
and  places  of  entertainment  that  form  part  of  the  physical 
college.  Apart  from  obvious  sanitary  points  to  be  checked, 
experience  shows  the  following  dangers  prevalent: 

1.  Lack  of  examining  physician  or  nurse  or  infirmary 
for  treatment  and  isolation,  or  provision  for  prompt 
physical  health  supervision  and  consultation  at  rates 
which  students  can  afford,  either  at  the  college  or 
through  cooperative  private  physicians  or  town  hos- 
pitals. 

2.  Inadequate  living  accommodations  which  encourage 
or  compel  congestion. 

3.  Traditions  which  encourage  or  practically  compel  stu- 
dents to  herd  in  the  immediate  vicinity  of  the  college. 

4.  Lack  of  gymnasium,  playgrounds,  tennis  courts,  ball 
grounds,  hockey  grounds,  skating  pond,  inexpensive 
handball  courts,  etc. 

5.  False  dietary  standards  in  college  dormitories. 

6.  Inadequate  or  inconveniently  or  improperly  cared-for 
toilet  facilities,  including  bathtubs  and  showers  with 


Student  Health  203 

freedom  of  use  in  rooming  houses  and  gymnasium. 

7.  Bad  lighting  and  ventilation  due  to  construction  and 
equipment  of  college  buildings  and  rooming  houses. 

8.  Unesthetic  construction  and  arrangement  of  build- 
ings and  grounds,  which  through  the  eye  and  nervous 
organization  materially  affect  student  health. 

What  colleges  do  to  and  for  the  student  after  receiving 
him  is  to  be  tested  by  results  and  procedure  and  not  merely 
by  advertisement.  Students  find  a  pleasure  in  "  beating  " 
gym  rules  comparable  to  that  of  a  moralist  who  succeeds  in 
"  beating  "  a  ride  on  a  street  car.  A  parallel  idiosyncrasy 
is  the  medical  department's  jealousy  of  its  prerogatives. 
Being  an  infant  prodigy,  it  has  a  prodigious  appetite  for 
prestige  and  procedure;  e.g.,  it  is  so  intoxicated  with  the 
idea  of  rest  as  a  substitute  for  violent  exercise  that  it  will 
require  a  frail  girl  to  get  out  of  bed  and  walk  a  mile  in  order 
to  keep  her  rest  hour  at  the  gymnasium,  or  if  not  checked 
it  will  be  so  unyielding  as  to  its  required  credits  that  it  will 
accept  a  schedule  of  four  gymnasium  hours  a  day  capped 
by  a  rest  hour.  It  is  indispensable  that  belief  and  plan  be 
tested  by  analysis  of  actual  record  showing  what  was  done 
to  and  for  students. 

The  first  important  question,  perhaps,  is  whether  the 
physical  supervision  is  regarded  primarily  as  only  part  of 
individual  instruction  in  hygiene,  which  has  the  following 
threefold  purposes  enunciated  by  the  College  of  the  City  of 
New  York : 

1.  Through  inspections  to  make  the  college  and  all  its  in- 
fluences safe  and  attractive  to  the  clean,  healthy  stu- 
dent. 

2.  To  teach  the  student  how  to  secure  and  conserve  his 
or  her  own  health. 

3.  To  lead  students  in  their  graduate  years  to  become 
important  factors  in  the  advancement  of  the  public's 
health  and  character. 

The  second  general  question  is  whether  the  college  itself 
practices  in  its  buildings  and  classrooms  the  health  habits 


204     Self -Surveys  by  Colleges  and  Universities 

which  it  is  trying  to  inculcate  in  students ;  i.e.,  does  it  ven- 
tilate classrooms  as  students  are  taught  to  ventilate  their 
own  sleeping  rooms?  Are  its  dormitories,  kitchens,  and 
toilets  models  of  sanitation?  Does  it  require  teachers  to 
exemplify  the  physical  fitness  and  vitalness  which  it  is  try- 
ing to  secure  from  students? 

The  third  general  question  relates  to  the  position  of  the 
health  department;  i.e.,  has  it  powers  and  duties  to  enforce 
sanitary  practices  by  the  institution  itself;  to  require  cor- 
rection of  unsanitary  conditions  of  buildings;  to  prescribe 
limits  and  exemptions  for  individual  students  and  to  raise 
presumptions  against  excessive  registrations  or  outside 
work  by  students  ? 

The  forward  steps  or  "  high  spots  "  in  health  supervision 
by  self-surveyors  include  these : 

1.  Pratt  Institute  takes  the  position  that  any  student 
who  does  not  have  enough  regard  for  health  require- 
ments to  work  for  a  commendable  physical  record 
is  not  entitled  to  go  on  with  academic  work.     Many 
colleges  give  academic  credit  for  prescribed  work  in 
hygiene,  and  several  inexorably  enforce  the  require- 
ment. 

2.  Students  are  asked  when  registering  to  indicate  their 
interest  in  sports;  Carnegie  Institute  of  Technology 
lists  12  different  sports. 

3.  Cumulative  records  are  kept  showing  the  amount  of 
absence  due  to  different  causes  of  illness. 

4.  Yale  and  Carnegie  Institute  are  doing  special  work 
with   respect  to   foot  weaknesses,    flat   foot,   weak 
arches,  etc. 

5.  Pratt  Institute  has  an  honor  system  of  physical  effi- 
ciency points  and  proficiency  points  that  include  credit 
for  regularity  of  attendance,   freedom   from  colds, 
sufficient  sleep,  gain  in  weight,  success  in  gymnastics 
and  sport  contests,  dancing,  etc. 

6.  Posture  is  receiving  special  attention  in  women's  col- 
leges. 

7.  The  use  of  tobacco,  alcohol,  tea,  coffee,  etc.,  is  sue- 


High  Spots  in  Health  Supervision  205 

cess  fully  discouraged  by  showing  the  relation  to  suc- 
cess in  athletics  and  studies, —  yes,  by  even  asking 
students  to  write  out  how  extensively  they  use  these 
narcotics. 

8.  By  substituting  competitive  games  for  non-competi- 
tive enforced  gymnastic  exercises  colleges  have  in- 
terested students  in  the  joy  of  vitality. 

9.  Enforced  rest  represents  a  desire  to  individualize 
treatment  of  great  potential  value,  even  if  now  and 
then  ridiculously  enforced. 

10.  By  including  in  incidental  fees  a  small  charge,  it  be- 
comes possible  to  give  students  as  a  right  the  privi- 
lege of  calling  upon  a  physician  for  special  examina- 
tion, consultation,  and  help.     A  visit  in  time  often 
saves  nine. 

11.  Courses  in  public  hygiene  are  taught,  encouraged, 
and  made  compulsory.     Such  courses  will  probably 
prove  to  be  the  chief  survival  of  the  war-time  laws 
and  enthusiasms  for  universal  training. 

12.  Military    departments    are    frankly    admitting   that 
there  is  less  physical  benefit  from  unwilling  military 
training  than  from  outdoor  sports  and  gymnasium 
games. 

13.  The  importance  of  bathing  facilities  is  recognized  by 
installing  provisional  facilities  where  elaborate  show- 
ers and  swimming  pools  are  not  yet  possible. 

14.  Annual  reports  make  the  benefits  from  physical  super- 
vision seem  so  real  that  alumni  or  other  constituents 
with  financial  ability  are  beginning  to  offer  facilities 
for  physical  training,  sometimes  too  elaborate  in  the 
form  of  modernly  equipped  gymnasiums  or  combina- 
tion of  gymnasium,  club,  restaurant,  Y.  M.  C.  A.,  etc. 

15.  Catalogs  and  other  announcements  are  beginning  to 
enlist  the  intelligent  cooperation  of  parents  and  sec- 
ondary school  teachers  in  stressing  the  importance  of 
a  sound  body  for  the  joy  it  adds  to  living  and  the 
efficiency  it  adds  for  study  and  work. 

1 6.  Carleton  College  treats  athletics  as  a  matter  of  educa- 


206     Self -Surveys  by  Colleges  and  Universities 

tional  administration,  the  same  as  any  other  phase  of 
college  management,  and  feels  that  in  this  way  for 
the  first  time  it  is  becoming  possible  to  democratize 
sports  and  athletics. 

75.     Vocational  Guidance  and  Supervised  Study 

If  it  were  not  so  serious,  it  would  be  amusing  to  find  sec- 
ondary and  higher  education  so  enthusiastic  about  voca- 
tional guidance  for  pupils  and  students  after  leaving  col- 
lege and  so  indifferent  to  vocational  guidance  of  pupils  and 
students  when  in  daily  contact  with  instructors. 

It  is  just  as  true  of  college  students  as  of  elementary- 
school  pupils  that  —  to  quote  Superintendent  C.  C.  Hughes 
of  Sacramento  — "  It  is  more  important  to  know  how  pupils 
study  than  to  know  how  they  recite."  It  is  infinitely  more 
important  to  know  how  college  students,  from  freshmen 
on  to  graduate  students,  study  than  to  know  how  they  listen 
or  recite  or  answer  examination  questions.  Many  a  fresh- 
man "  of  purest  ray  serene  "  is  dropped  simply  because  he 
does  not  know  how  to  study  and  is  ignorant  of  that  fact. 
Many  a  senior,  many  a  professional  student,  and  many  a 
Ph.D.  candidate  has  never  learned  how  to  study.  Miami 
University  finds  its  supervised  study  for  weaker  freshmen 
saves  the  weak  and  prevents  waste  of  time  by  the  strong. 

Surveyors  will  learn  whether  colleges  supervise  study,  ask 
questions  about  study,  test  student  ability  to  study,  and  take 
time,  no  matter  how  long,  to  be  sure  that  every  student 
knows  how  to  study.  Other  tests  mentioned  here  will 
throw  light  directly  and  indirectly  upon  this  need.  The 
way  students  take  notes  and  the  way  they  answer  formal 
and  informal  quizzes  are  indications.  Usually  it  will  be 
necessary  to  question  faculty  members.  Department  heads 
may  not  know  that  Instructor  B  does  or  does  not  ask  which 
if  any  student  has  not  yet  learned  how  to  study,  or  that  one 
or  more  instructors  have  not  learned  how  to  study  or  how 
to  teach  students  the  art  of  studying. 

A  discussion  of  this  question  at  faculty  conferences  can 
but  be  a  help  if  each  member  asks  himself  with  respect  to 


Vocational  Guidance  in  Classroom  207 

each  student  in  his  charge :  "  Does  that  student  know  how 
to  study  ?  What  concrete  evidence  have  I  seen  to  prove  his 
ability  or  inability  to  study  in  my  subject?  Am  I  giving 
him  a  chance  ? "  The  surveyor  will  not  forget  that  a  stu- 
dent may  know  how  to  study  mathematics  or  Latin  and  be 
quite  unable  to  study  political  science,  psychology,  or  his- 
tory. 

The  first  vocational  guidance  to  confront  each  college  in- 
structor should  be  whether  the  student  knows  how  to  take 
the  particular  steps  involved  in  carrying  his  subject.  The 
second  is  whether  the  college  is  vocationally  guiding  the 
student  in  the  selection  of  his  other  college  subjects.  The 
third  is  whether  the  college  is  doing  its  duty  toward  the 
student  in  making  subjects  which  he  has  properly  selected 
for  himself  give  to  him  and  secure  from  him  all  that  for 
which  he  takes  each  subject  and  his  college  course.  Only 
when  these  steps  have  been  taken  can  a  college  efficiently 
worry  about  vocational  guidance  for  the  student's  next  step 
after  leaving  college. 

One  or  two  colleges  already  have  vocational-guidance 
courses.  One  or  two  have  laboratories  with  special  super- 
visors to  help  students  find  their  strong  and  weak  points, 
their  leanings  and  talents.  Boston  University  announces 
such  courses  in  its  business  school.  Some  colleges  have  not 
as  yet  gone  farther  than  to  hold  vocational  conferences  or 
to  have  vocational  talks.  At  the  University  of  Wisconsin 
the  dean  of  women  has  a  series  of  round  tables.  At  Bryn 
Mawr  and  several  other  Eastern  colleges  more  formal  con- 
ferences are  held,  at  which  persons  familiar  with  different 
vocations  discuss  with  students  the  kinds  of  equipment 
needed  and  the  rewards  of  these  vocations. 

Where  students  are  given  work  that  needs  to  be  done 
under  pressure  of  necessity,  punctuality,  and  accuracy,  their 
strong  and  weak  points  are  disclosed  to  themselves  and  their 
supervisors,  and  their  vocational  guidance  is  easier.  Where 
students  have  never  tried  themselves  out  and  have  not  had 
contact  with  actual  world's  work,  vocational  guidance  can 
obviously  not  amount  to  much.  When  confined  to  talking 


208     Self -Surveys  by  Colleges  and  Universities 

to  students,  it  naturally  fails  to  elicit  from  them  personal 
questions  and  expressions  of  interest. 

The  personality  chart  shown  on  page  257  for  teachers 
and  the  questions  asked  by  the  Wisconsin  Library  School 
and  Dean  Schneider  in  Record  Aids,  offer  practical  first 
steps  in  vocational  guidance;  viz.,  analysis  of  student  per- 
sonality by  teacher  and  guide.  This  test  ought  not  to  be 
postponed  until  the  last  month  of  the  senior  year.  In- 
stead it  should  be  given  the  first  of  the  freshman  year  and 
repeatedly  thereafter. 

The  rewards  of  different  vocations  in  terms  of  dollars 
and  "  durable  satisfactions  " —  of  opportunities  to  grow 
and  to  serve  —  should  be  placed  concretely  before  students, 
again  not  the  last  month  of  their  last  year  but  early  in 
their  first  year  and  repeatedly  thereafter.  Every  school 
adviser,  every  successful  instructor,  is  engaged  in  vocational 
guiding.  Much  of  the  present  concern  over  vocational 
guidance  is  only  belated  effort  to  compensate  a  student  for 
advisers  and  instructors  who  have  failed  either  to  under- 
stand him  or  to  help  him  understand  himself. 

A  quest  for  fads  in  vocational  guidance  should  be  made 
by  self-surveys.  Superficial  interest  in  vocations  runs  in 
cycles,  due  largely  to  the  cycles  of  advertising  and  self- 
advertising.  The  dramatic  appeals  of  the  social  settlement 
and  of  various  kinds  of  public  service  and  of  commerce  have 
led  many  university  men  and  women  away  from  teaching 
for  which  they  were  specially  equipped.  In  what  college 
that  you  know  are  the  rewards  and  opportunities  of  teach- 
ing or  of  educational  supervision  or  of  public  service  pre- 
sented to  students  with  facts,  zest,  and  conviction? 

76.     Employment  Bureau 

tf  Mr.  A.  B.  C.  informs  us  that  he  at  one  time  worked 
with  you.  We  shall  be  indebted  if  you  will  kindly 
write  us  about  his  ability.  Anything  you  wish  treated 
as  confidential  will  be  so  regarded." 

The  above  letter  written  late  in  1916  by  the  employ- 


College  Employment  Bureaus  209 

ment  bureau  of  one  of  the  largest  Eastern  universities 
shows : 

1 i )  The  university  wants  to  help  its  students  realize  upon 
the  training  it  has  sold  to  them. 

(2)  An  employment  bureau  has  been  organized.     The 
opportunities  and  calls  have  been  so  many,  too  many 
for  individual  instructors  and  officers  to  handle. 

(3)  This  bureau  invites  students  to  look  to  it  for  help 
and  employers  to  look  to  it  for  capable  men. 

(4)  This  employment  bureau  is  a  competitor  with  pri- 
vate employment  bureaus. 

(5)  As  a  clearing  house  for  men  and  jobs  the  university 
pledges  the  most  up-to-date  program  and  procedure  in 
fitting  men  to  jobs. 

Whether  a  particular  college  has  taken  each  of  the  above 
steps  can  quickly  be  learned.  Whether  having  taken  them 
its  employment  service  is  efficient  requires  further  analysis. 

The  above  letter  was  quoted  because  it  typifies  several 
weaknesses  of  employment  bureaus  in  general  and  of  col- 
lege employment  bureaus  in  particular.  When  asked  what 
particular  questions  the  university  would  like  answered  re- 
garding the  graduate-applicant,  the  employment  bureau  an- 
swered that  it  had  nothing  special  in  mind  but  just  wanted 
to  know  what  I  had  to  say  about  its  graduate.  In  other 
words,  it  presented  two  alternatives : 

1.  An  unnecessary  amount  of  time  and  study  in  order 
to  write  a  helpful  letter. 

2.  Writing  a  general,  meaningless  letter  about  sterling 
worth  and  pleasing  personality. 

In  striking  contrast  with  the  foregoing  are  practices  of 
Vassar,  Wellesley,  Wisconsin,  Pennsylvania,  and  Columbia, 
described  in  Record  Aids  in  College  Management.  Vassar's 
bureau  records  eight  personality  facts  as  to  each  applicant, 
—  personality,  judgment,  initiative,  tact,  attitude  toward 
work,  appearance  (voice  and  manner),  accuracy,  health. 
Columbia  provides  for  24  alternatives;  i.e.,  four  (excellent, 


2io     Self -Surveys  by  Colleges  and  Universities 

good,  fair,  poor)  for  each  of  six  elements  of  fitness, —  person- 
ality, physical  appearance,  judgment  (common  sense),  en- 
ergy (initiative),  promise  of  growth,  general  fitness.  In  its 
bureau  for  placing  teachers  Wellesley  does  not  ask  for  a 
general  letter  of  recommendation  but  for  specific  informa- 
tion as  to  quality  of  instruction;  skill  in  management  of 
pupils ;  social  relations  with  pupils ;  attitude  toward  superior 
officers;  general  attitude  toward  the  community;  manners, 
dress,  or  any  other  points  which  are  pertinent.  For  li- 
brarians and  teachers  two  Wisconsin  bureaus  have  gone  even 
further  in  asking  specific  questions  as  to  personality  and 
performance,  as  shown  on  pages  252  and  253  and  in  Record 
Aids. 

The  most  serious  single  handicap  of  the  employment 
bureau  is  its  lack  of  first-hand  information.  Testimony 
from  employers  is  really  not  enough,  because  employers  hesi- 
tate to  volunteer  information  that  may  make  it  more  diffi- 
cult for  employees  to  secure  positions.  The  point  of  view 
was  once  expressed  as  follows  by  a  state  committee  which 
was  considering  whether  or  not  to  publish  certain  facts 
which  showed  how  recommendations  had  been  given  to  an 
unworthy  employee: 

An  instructor  was  dismissed  for  indecency.  Well- 
credentialed  by  the  dismissing  college,  he  applied  for  a 
position  at  a  college  for  women.  Rumors  of  his  dis- 
missal having  reached  his  new  president,  the  latter  tele- 
graphed to  several  college  officers  begging  them  to  be 
frank  about  the  new  instructor's  habits.  Answers  of 
reassurance  were  written.  Within  a  few  weeks  the 
new  president  found  it  necessary  to  dismiss  the  man 
for  the  very  offense  which  had  caused  the  previous  dis- 
missal. The  committee  decided  that  charity  was  more 
important  than  efficiency  or  even  straightforwardness. 
As  the  chairman  said,  "  Our  state  recently  had  that  very 
thing.  We  had  Mr.  Blank  on  our  hands.  When  asked 
about  him  we  gladly  told  such-and-such  city  that  he 
would  be  a  great  acquisition.  They  could  look  out  for 
themselves,  we  were  relieved  of  the  embarrassment." 


Analyzing  Student  Fitness  for  Employment    211 

With  this  feeling  so  strong  even  in  the  business  world,  it  is 
not  unnatural  for  college  professors  to  give  students  the 
benefit  of  the  doubt  so  long  as  this  can  be  done  without 
provable  misrepresentation.  Specific  questions  which  re- 
quire faculty  members  and  others  who  are  given  as  refer- 
ences for  college  students  to  tell  how  long  and  in  what  ways 
they  have  known  the  applicant,  and  which  further  break 
up  each  question  into  its  elements  so  that  qualities  can  be 
described  in  different  degrees,  will  do  much  to  secure  frank- 
ness. A  further  step  will  be  found  necessary;  namely,  ap- 
plicants to  college  employment  bureaus  will  be  observed  at 
work  by  persons  interested  more  in  protecting  the  employ- 
ment bureau's  reputation  for  straightforwardness  and  help- 
fulness than  in  any  one  student.  In  other  words,  tests  of 
punctuality,  force  fulness,  agreeableness,  executive  ability, 
and  specific  attainments  will  be  made  at  college,  or  under  col- 
lege observation,  as  prerequisites  to  college  recommenda- 
tions. 

Even  when  employment  bureaus  withhold  recommenda- 
tions it  will  be  found  advantageous  to  all  students  and  pat- 
rons to  have  the  utmost  possible  specifications  of  experience, 
personality,  and  proved  or  presumptive  capacity.  One  ob- 
stacle to  employment  service  is  the  willingness  of  college 
officers  to  accept  general  reports  which  deal  with  totals,  ex- 
tremes, and  averages  and  give  the  impression  that  the  best 
things  reported  for  exceptional  cases  are  typical  of  service 
rendered  to  all  cases.  The  total  number  of  applicants  is 
obviously  a  next  to  meaningless  figure.  Another  meaning- 
less figure  is  average  salary.  Miami  reports  for  teachers 
the  total  number  placed  at  each  salary.  A  mere  statement 
of  salary  increases  obtained  through  a  bureau,  or  of  oppor- 
tunities or  increments  obtained,  would  help  secure  business 
and  would  indicate  need  for  more  support  or  more  ef- 
ficiency. 

Among  the  minimum  essentials  needed  are  these : 

I.     A  single  head  (with  or  without  governing  and  ad- 
visory committees)  responsible  not  only  for  "  clear- 


212     Self -Surveys  by  Colleges  and  Universities 

ing  "  applications  for  jobs  and  for  men  but  also  for 
finding  opportunities  for  students. 

2.  Cooperative  relations  with  commercial  employment 
bureaus  and  employment  officers  of  factories,  stores, 
and  civil  service  commissions. 

3.  Publicity  matter  and  publicity  campaigns  which  in- 
sure knowledge  by  all  students  of  the  employment 
bureau's  ability  to  serve. 

4.  A  policy  of  complete  frankness  with  candidate  and 
employer,  to  include  the  above-mentioned  field  tests 
and  personality  diagnosis. 

5.  Vocational    guidance    instruction    with    or   without 
credit,  to  include  therapeutics  as  well  as  diagnosis,  as 
through  voice  clinics,  insistence  upon  operation  for 
adenoids,  correction  of  posture  defects,  etc. 

6.  A  budget  that  makes  possible  the  foregoing  program, 
or  pending  success  in  obtaining  such  a  budget,  re- 
peated  announcement,    in   reports   and    appeals    to 
alumni  and  supporting  public,  that  the  college  and  its 
graduates  are  handicapped  for  want  of  such  pro- 
vision. 

7.  Provision  for  making  the  bureau  self-supporting  out 
of  fees  both  (a)  flat  for  registering,  and  (b)  con- 
tingent for  securing  a  position,  and  (c)  proportionate 
to  the  wages  or  salary  of  the  new  position,  in  cash 
or  by  notes  to  be  paid  out  of  future  earnings  —  where 
large  sums  are  involved,  the  bureau  to  share  in  the 
unearned  increment. 

From  existing  records  or  from  special  studies  surveyors 
will  wish  to  secure  the  following  facts : 

1.  How  many  enrolled  last  year  (those  applying  from 
positions  always  being  separated  from  those  not  em- 
ployed when  applying)  of  (a)  students  in  residence, 
(b)  graduates,  (c)  other  former  students? 

2.  How  many  of  each  class  were  referred  with  and  with- 
out recommendation  to  employers? 

3.  How  many  referred  obtained  positions? 


Tests  of  Employment  Bureaus  213 

4.  How  many  after  registering  obtained  positions  with- 
out the  bureau's  help? 

5.  How   many   were   helped   more   than   once   during 
the  year,  with  reasons  why  they  lost  positions  and 
statement  of  steps  taken  to  learn  these  causes? 

6.  How  many  different  positions  of  each  kind  and  of 
each  salary  rate  were  obtained  directly  through  the 
bureau,  and  how  many  indirectly  or  without  the  bu- 
reau's help  ? 

7.  How  many  positions  wishing  students  were  regis- 
tered ?     By  how  many  employers  ?     How  many  were 
filled?     How  many  of  each  kind  and  rate  were  not 
filled? 

8.  Extent  to  which  alumni  have  cooperated  with  bureau 
by  taking  or  recommending  students  or  finding  po- 
sitions and  employer  friends. 

9.  A  comparison  with  respect  to  each  of  the  foregoing 
facts  with  the  preceding  year  or  five  years. 

10.     Steps  taken  to  learn  of  openings. 

In  placing  teachers,  colleges  are  apt  to  overlook  the  im- 
portance of  the  following: 

1.  The  number  placed  where  they  did  not  teach  their 
major  subjects  or  combination  of  subjects  for  which 
they  were  best  fitted. 

2.  Elements  of  personality  and  experience  specified  on 
page  252  and  in  Record  Aids  in  College  Management. 

3.  List  of  schools  that  formerly  employed  students  and 
have  discontinued  relations. 

4.  A  complete,  preferably  a  graphic,  list  of  schools  now 
employing  graduates  or  former  students. 

5.  Provision  for  learning  of  prospective  vacancies. 

6.  Facts  about  living  conditions  in  towns  seeking  stu- 
dents. 

7.  Reasons  why  candidates  were  rejected. 

A  college  wishing  to  install  new  employment  records  will 
do  well  to  write  to  one  of  the  institutions  above  mentioned. 
In  testing  records  it  will  be  well  to  look  for  the  following: 


214     Self -Surveys  by  Colleges  and  Universities 

1.  A  cumulative,  corrected,  up-to-date  record  for  each 
candidate,  each  employer,  and  each  position  enrolled. 

2.  Classified  lists  of  positions  for  teachers  of  subjects 
and  combinations  of  subjects  wanted. 

3.  A  special  tag  or  mark  for  candidates  or  positions 
found  difficult;  i.e.,  provision  for  insuring  and  con- 
tinuing and  cumulating  memory,  so  that  the  office  will 
not  depend  upon  any  one  person's  recollection. 

4.  A  list,  preferably  a  map,  showing  fields  not  yet  con- 
quered; employers  not  yet  interested;  schools  where 
positions  have  not  yet  been  filled. 

5.  Helpful  current  summaries  of  employment  activities, 
including  summaries  of  time  and  money  cost  for  each 
class  of  service. 

6.  Requirements  that  original  application  shall  be  filled 
out  in  candidate's  own  handwriting. 

7.  A  follow-up  plan  for  persons  enrolled,  including  a 
pledge  to  report  what  happens  after  each  reference 
and  also  any  future  changes  of  position. 

8.  Stationery  in  convenient  form  for  applicants  and  em- 
ployers to  use  —  this  means  all  anticipated  alterna- 
tives printed  on  the  slips  or  cards,  to  reduce  to  a  mini- 
mum the  writing  needed. 

9.  Printed  instructions  to  applicants  as  to  method  of  ap- 
proaching employers.     It  is  no  uncommon  thing  for 
college  graduates  to  go  to  a  business  house  or  civic 
agency  and  ask  for  employment,  without  having  first 
even  ascertained  what  the  nature  of  the  employment 
is. 

Every  city  and  every  state  needs  a  new  kind  of  employ- 
ment bureau  which  will  combine  three  functions:  (a)  diag- 
nosis or  personality  photography;  (b)  continuation  or  cor- 
rective instruction  so  that  a  candidate  instead  of  merely  be- 
ing connected  with  a  job  will  be  fitted  for  a  better  job; 
(c)  placement  work  on  conditions  where  unearned  incre- 
ment will  be  shared  by  placement  bureaus  via  fees  propor- 
tionate to  positions. 

Why  should  not  college  employment  bureaus  be  models 


Alumni  a  Great  Asset  215 

and  propagandists  for  such  out-of -college  employment  serv- 
ice? 

77.    Keeping  in  Touch  with  Alumni 

The  knowledge  which  colleges  seem  to  have  or  to  ask 
about  their  alumni  is  surprisingly  meager,  compared  with 
higher  education's  assurance  that  the  world  looks  to  it  for 
leaders.  There  are  a  few  exceptions,  and  fortunately  the 
present  tendency  is  to  regard  facts  about  individual  alumni 
as  assets  altogether  too  important  to  be  neglected.  The 
admirable  record  of  college  men  teaching  in  the  European 
war  prison  camps  will  encourage  American  efforts  to  trace 
alumni.  Yale's  booklet  to  alumni  on  their  endowment  fund 
begins:  One  graduate  out  of  every  four  is  now  repre- 
sented in  the  Alumni  fund. 

In  the  few  colleges  which  have  systematically  sought  to 
keep  in  touch  with  alumni  and  to  account  for  each  one,  the 
responsibility  usually  rests  with  the  alumni  association 
rather  than  with  college  officers.  Perhaps  that  is  one  rea- 
son why  so  little  is  known;  i.e.,  it  has  been  a  matter  of  vol- 
untary attention  by  alumni  officers  rather  than  of  continuous 
official  attention  by  administrative  officers. 

Directories  will  answer  a  few  questions  for  surveyors 
about  alumni.  For  facts  about  alumni  not  there  reported  it 
is  necessary  to  examine  college  records.  The  fundamental 
questions  are : 

1.  Is  each  graduate  or  other  former  student  definitely 
accounted  for?     Y. . .     N...     ?... 

2.  What  efforts  have  been  made  and  are  being  made 
to  account  for  every  person  ever  registered? 

3.  What  facts  are  being  asked  with  respect  to  former 
students  ? 

4.  Is  this  follow-up  work  intrusted  to  alumni  organiza- 
tions ...  or  required  of  the  college  management  . . .  ? 

5.  In  what  concrete  ways  are  the  results  of  follow-up 
used  for  the  benefit  of  college  or  alumni  ? 

Any  college  wishing  helpful  opinion  from  alumni  regard- 


216     Self -Surveys  by  Colleges  and  Universities 

ing  college  practices  cannot  afford  to  leave  untapped  the 
opinions  of  former  students  who  for  reasons  not  yet  un- 
derstood have  given  little  or  no  information  regarding  them- 
selves or  have  failed  to  answer  college  communications. 
For  silence  or  reticence  there  is  a  reason,  which  reason  will 
frequently  help  the  college  put  its  finger  on  a  spot  which 
needs  administrative  attention. 

The  questions  sent  out  to  former  students  usually  ask  for 
too  little  or  too  futile  information.  Blanks  often  make  it 
easier  to  misrepresent  than  to  represent  alumni  experience. 
Quite  frequently  they  go  to  the  wastebasket,  because  they 
chill  alumni  enthusiasm, —  -for  example,  by  eternal  talk  about 
smokers  and  athletics  and  teams  and  yells.  An  illustration 
"  hot  from  the  platter "  is  furnished  by  my  alma  mater 
through  the  following  notice : 

"There  will  be  an  informal  gathering  of  the  Eastern 
Alumni  Association  of  the  University  of  Chicago,  on  Sat- 
urday, November  eighteenth,  from  four  until  six  o'clock, 
at  the  Women's  University  Club,  106  East  52d  Street, 
New  York.  Tea,  twenty-five  cents." 

Several  business  men  in  New  York  and  vicinity  received 
this  card.  Whether  this  informal  gathering  is  to  take  the 
place  of  the  annual  meeting  is  not  stated.  Why  it  is  held; 
why  on  November  eighteenth;  why  at  the  Women's  Uni- 
versity Club,  is  not  stated.  Nor  is  it  intimated  who  is  to  be 
there;  what  if  anything  will  happen  except  general  conver- 
sation; whether  there  is  a  reception  or  introduction  com- 
mittee; whether  non-members  are  invited  as  guests.  The 
return  postal  card  contains  the  name,  which  like  the  other 
card,  fails  to  bear  a  title  or  any  other  mark  to  indicate  that 
it  is  official  for  the  Association  rather  than  personal  by  one 
member. 

Without  waiting  for  outside  surveys  colleges  can  mate- 
rially help  themselves  and  their  alumni  by  conducting 
through  faculty  officers  and  alumni  officers  self -surveys  of 
the  purpose  and  content  of  communications  to  and  about 
alumni : 


Earning  A  lumni  Support  2 1 7 

1.  Are  appeals  for  money  preceded  by  brief  statements 
of  fact?     Y...     N...     ?... 

2.  Is  an  annual  report  sent  to  all  alumni  and  former  stu- 
dents?    Y...     N...     f... 

3.  Are  alumni  asked  to  make  suggestions  and  criticisms  ? 
Y...     N...     ?... 

4.  Are  dealings  with  alumni  direct  to  each  member  . . . 
or  indirect  through  alumni  committees  . .  .  ? 

5.  Is  the  alumni  organization  democratic   ...   or  is  it 
honeycombed  with  the  politics  of  cliques  . .  . ,  factions 
. . . ,  and  political  parties  . . .  ? 

6.  Are  facts  in  the  alumni  directory  so  specific  that  con- 
tributors feel  it  is  an  honor  to  have  facts  about  them- 
selves reported  there  ?     Y...     N...     ?... 

For  keeping  in  touch  with  alumni,  President  Hughes  of 
Miami  recommends  an  endowment  of  the  Alumni  Associa- 
tion. After  listing  attendance  of  12  alumni  groups  in  n 
cities,  the  report  on  alumni  interests  concludes :  "  I  am  more 
and  more  convinced,  by  my  own  experience,  and  by  the  dis- 
cussions of  the  National  Association  of  Alumni  Secretaries, 
that  carefully  directed  relations  between  an  institution  like 
Miami  and  its  alumni  pay  very  large  returns.  Such  direc- 
tion, however,  demands  a  considerable  outlay  of  time,  en- 
ergy, and  money.  It  is  not  fair  to  expect  such  relations  at 
Miami  to  continue  for  many  years  without  a  regular  appro- 
priation of  some  sort,  and  a  reasonable  compensation  for 
services  rendered.  Voluntary  work  of  this  sort  is  of  neces- 
sity limited  work.  The  safest  plan  would  appear  to  be  the 
setting  aside  of  sufficient  endowment,  if  it  could  be  secured, 
to  put  our  alumni  work  on  a  sound  permanent  basis." 


VII 
COURSE  OF  STUDY 

GENEROUS  criticisms  in  the  original  manuscript  on  the 
Course  of  Study  have  been  given  by  President  D.  J. 
Cowling  of  Carleton  College  and  Professor  A.  Duncan  Yo- 
cum  of  the  University  of  Pennsylvania. 

President  Cowling  advises  strongly  the  abandonment  of 
the  question  method  in  this  chapter.  Professor  Yocum 
writes  that  the  question  method  here  "  is  an  admirable  ex- 
pedient, natural  and  almost  inevitable,  for  the  purpose  you 
have  in  mind.  To  be  definite  and  conclusive  you  cannot 
have  fewer  questions ;  indeed,  I  am  suggesting  two  or  three 
more." 

When  doctors  disagree  what  shall  patients  do  ? 

In  this  case  both  positions  are  stated  to  raise  frankly  with 
readers  whether  in  this  and  other  sections  it  would  be  more 
helpful  to  substitute  propositions  for  questions. 

Several  suggestions  by  Professor  Yocum  have  been  incor- 
porated without  indicating  where  he  strengthened  or  elab- 
orated the  original  manuscript. 

To  illustrate  the  advantage  of  cooperation  from  first  to 
last  by  those  who  are  to  be  surveyed,  other  helps  from  Pro- 
fessor Yocum' s  letter  are  added  to  the  paragraphs  that 
prompted  them,  as  per  heavy  black  bracketed  sentences  end- 
ing A.  D.  Y.,  which  will  be  found  in  this  section.  These 
additions  indicate,  too,  how  this  book  will  look  after  a 
reader  has  filled  in  the  blanks  for  which  spaces  are  left. 

78.     The  College  Catalog 

What  college  catalogs  are  was  compared  with  what  col- 
lege catalogs  ought  to  be  in  the  eighth  report  of  the  Car- 
negie Foundation  for  the  Advancement  of  Teaching,  free 
upon  application  to  476  Fifth  Avenue,  New  York  City.  A 
study  of  these  general  comparisons  with  many  specific  illus- 
trations may  disclose  opportunities  to  improve  a  particular 

college  catalog. 

218 


Catalog  Description  of  Courses  219 

The  purpose  of  a  college  catalog  is  to  win  new  business 
and  to  facilitate  business  already  obtained;  i.e.,  to  attract 
new  patrons  and  to  serve  present  patrons.  Yet  the  patron  is 
the  last  person  apparently  aimed  at  by  several  college  cata- 
logs. Too  many  college  catalogs  have  been  written  for  other 
colleges  rather  than  for  the  students  who  are  to  use  them. 

Once  admitting  that  almost  the  only  purpose  of  a  catalog 
is  to  help  students  prospective  and  actual  to  find  their  way 
among  college  offerings,  several  other  admissions  will  be 
made,  and  it  becomes  worth  while  surveying  each  catalog 
and  comparing  what  it  does  with  what  it  might  do.  The 
recent  reading  of  a  catalog,  page  by  page,  from  cover  to 
cover  (by  request  of  a  college  president),  prompted  ques- 
tions which  included  these: 

Is  there  not  too  little  description  of  the  human  reasons  for 
[your  college],  the  atmosphere  of  student  life,  success 
of  alumni,  etc.  ? 

Since  the  purpose  of  the  catalog  is  primarily  to  enlist  or 
keep  alive  the  interest  of  students  and  parents,  is  it  not 
a  pity  to  have  them  thumb  over  17  pages  before  they 
come  to  what  they  think  they  want  ?  Would  not  a  com- 
promise be  possible,  beginning  general  information  on 
page  9? 

Is  not  the  section  on  "  Standards  "  intended  rather  for 
your  own  constituency?  Can  it  not  be  especially 
adapted  to  your  constituency  by  explaining  the  relation 
of  each  statement  to  student  welfare? 

Would  not  a  description  of  how  very  much  definite  help 
is  given  to  men  and  women  via  medical  supervision,  re- 
assure many  parents  ? 

Is  it  not  true  that  the  total  cost  given  by  you  does  not 
include  a  number  of  important  items  which  every  stu- 
dent must  meet?  Why  not  have  some  typical  student 
budgets  ? 

Will  you  have  the  descriptive  matter  for  English  and 
Public  Speaking  courses  read  with  respect  to  its  Eng- 
lish? 

Other  earmarks  of  proper  catalog  making  include  these : 


220     Self -Surveys  by  Colleges  and  Universities 

1.  Centering  responsibility  for  adequacy  of  content,  for 
editing,  and  for  economy  in  preparation  and  distribu- 
tion. 

2.  Separate  sections  for  special  audiences,  so  that  it  will 
not  be  necessary  to  send  a  catalog  of  300  or  800  pages 
to  answer  a  question  dealt  with  in  one  paragraph  on 
one  page;  i.e.,  different  sections  (a)  for  general  dis- 
tribution, entrance  requirements,  etc.,  wanted  by  pros- 
pective  students;    (b)    information   as   to   separate 
courses;  (c)  directory  of  faculty;  (d)  directory  of 
students. 

[As  summer  school  director  I  have  proved  to  my- 
self the  economy  and  efficiency  of  publishing  cat- 
alogs in  separate  sections  for  special  audiences. 
A.  D.  Y.] 

3.  Supplementary  bulletins,   form  letters,  or  one-page 
cards  which  experience  shows  will  answer  recurrent 
questions. 

4.  A  composite  report  from  the  same  type  for  exchanges, 
libraries,  and  the  limited  number  of  college  patrons 
who  want  all  announcements  in  one  volume. 

5.  Revision  of  general  information  each  year  in  order  to 
keep  it  up  to  date. 

6.  Application  to  each  year's  catalog  of  suggestions  re- 
ceived from  best  catalog  making  by  other  colleges. 

7.  Revision  each  year  to  make  sure  that  statements  which 
students  did  not  find  clear  the  preceding  year  are  now 
cleared  up. 

8.  Summaries  of  departmental  announcements  in  tabular 
form  before  each  group  of  courses,  so  as  to  show  the 
number,  titles,  credits,  of  whom  required,  who  is  elig- 
ible, and  the  prerequisites, —  as  in  Minnesota's  cata- 
log.    This  will  help  the  student  focus  attention  upon 
subject  matter  without  being  diverted  throughout  the 
catalog   by   parenthetical    statements   about   prereq- 
uisites. 

9.  Outline  of  all  work  offered  in  each  line  before  giving 
details  of  courses,  plus  explanation  to  aid  students  in 


Advantages  of  Courses  Described  221 

selecting  work  with  reference  to  the  things  that  be- 
long together, —  and  to  the  use  he  wishes  to  make  of 
each  part  of  the  course  and  of  the  course  as  a  whole, 
—  as  in  Illinois'  catalog. 

10.  More  specific  information  as  to  ground  covered  in 
each  course. 

11.  Utmost  use  of  typographical  aids  to  quick  under- 
standing; i.e.,  differences  in  size  and  blackness  of  type, 
indentation  to  show  organization  of  sections,  lettering, 
numbering. 

12.  A  cost  record  which  will  show  costs  of  producing  and 
distributing,  by  classes  of  persons  reached. 

13.  A  follow-up  system  which  will  show  whether  the  right 
persons  are  being  reached  and  how  far  the  reaching 
is  effective. 

14.  A  mailing  list  of  preparatory-school  libraries,  instead 
of  sending  a  catalog  to  each  senior. 

15.  Frank  recognition  of  the  non-educational  reasons  why 
students  go  to  college  and  specific  information  for 
parents  and  principals  as  well  as  students  under  each 
of  these  reasons  (see  page  192). 

1 6.  A  description  of  the  usefulness,  first,  of  group  courses, 
and  secondly,  where  possible,  of  individual  subject 
courses.     For  instance,  the  Wisconsin  catalog  gives 
for  the  chemistry  course  the  fields  that  require  train- 
ing which  this  course  alone  can  offer,  the  opportunities 
for  men  trained  in  chemistry,  and  the  special  need 
for  women  "  not  only  in  teaching  chemistry  in  high 
schools  and  colleges  but  also  in  analytical,  physiolog- 
ical, sanitary,  and  food  chemistry." 

The  culture  reasons  for  and  relations  of  different  courses 
will  seldom  be  clearly  stated  in  catalogs  until  economic  rea- 
sons and  relations  are  clearly  stated.  For  stating  the  culture 
value  of  a  subject  no  catalog  will  be  criticized. 

[The  different  forms  of  both  cultural  and  economic  train- 
ing should  be  clearly  stated.  A.  D.  Y.] 

The  disadvantages  which  result  from  catalog  deficiencies, 
such  as  lack  of  proper  grouping,  correlating,  and  systematiz- 


222     Self -Surveys  by  Colleges  and  Universities 

ing,  are  not  mere  paper  disadvantages  and  are  not  mere  mat- 
ters of  catalog  arrangement.  On  the  contrary,  such  disad- 
vantages mean  immeasurable  difficulties  in  the  student's 
mind, —  mal-arrangement,  lack  of  correlation,  inability  to  see 
himself  in  correct  relation  with  the  opportunities  of  his  whole 
course.  The  instructor's  mind  is  also  reflected  in  catalog 
arrangement.  Proper  grouping  and  treatment  for  students' 
consideration  first  requires  that  the  faculty  group  its  offer- 
ings with  reference  to  purposes  served,  and  that  the  faculty 
work  with  regard  to  groups  and  relations  where  now  it  most 
often  works  without  knowing  what  programs  each  instruc- 
tor's work  fits  or  misfits. 

[The  fundamental  weakness  in  courses  of  study  is  often 
vagueness  and  bluff  —  a  claim  to  mental  training  that  is  not 
definite  enough  to  be  put  to  the  test.  There  should  at  least 
be  distinction  between  aims  and  relationships  that  seek  spe- 
cific and  useful  vocabulary  and  mental  interconnection  and 
habits.  A.D.Y.] 

79.     Courses  of  Study 

Like  the  three  Johns  of  the  Autocrat  of  the  Breakfast 
Table,  there  are  three  courses  of  study : 

1.  The  course  in  the  catalog. 

2.  The  course  in  the  instructor's  mind. 

3.  The  course  that  reaches  the  student. 

Each  of  these  three  courses  must  be  studied  by  surveyors. 
Regarding  the  courses  in  catalogs,  the  college  world  is 
agreed  that  the  twentieth  century  permits  and  approves  even 
where  it  does  not  require  these: 

1.  Grouping  of  related  subjects  within  a  course  to  show 
relations  and  proper  sequence. 

2.  Similar  grouping  of  related  courses. 

3.  Freedom  to  elect  from  several  alternatives;  i.e.,  sev- 
eral sub-courses  to  supplement  each  main  course. 

4.  Transfer  without  loss  from  course  to  course. 

5.  Description  of  courses,  so  that  the  student  can  under- 


Fitting  studies  to  state  needs 


University  of  California 


Made  and  installed  by  students  California 

What  learning  by  doing  does  the  catalog  mention  ? 


Telling  Instructors'  Backgrounds  223 

stand  what  the  course  will  contain  and  the  permis- 
sions as  well  as  the  requirements. 

6.  Description  (too  infrequent)  of  the  instructor's  back- 
ground and  foreground,  so  that  student  and  his  ad- 
visers can  judge  whether  the  instructor's  mind  is  of 
the  kind  to  see  that  the  course  in  the  catalog  reaches 
the  student.     In  many  catalogs  the  divisions  are  ac- 
cording to  the  number  of  years  a  student  has  been 
at  the  college  —  lower  classmen,  upper  classmen,  un- 
dergraduate with  graduate  or  graduate  courses,  rather 
than  according  to  the  purposes  or  field. 

7.  Description  of  the  after-college  values  —  in  ability  to 
earn  and  to  serve  and  to  enjoy  —  of  all  courses  and 
subjects.     For  example,  the  elements  of  economics 
and  political  science  are  quite  as  important  to  students 
of  commerce  as  is  a  specific  subject  in  accounting,  or 
as  ability  to  enjoy  literature  and  use  English  is  valu- 
able to  the  physician  or  lawyer. 

Nor  are  disadvantages  which  result  from  the  now  too  fre- 
quent lack  of  grouping,  lack  of  correlating  and  systematizing 
for  college  courses,  mere  paper  disadvantages  or  mere  details 
of  catalog  arrangement.  On  the  contrary  they  mean  disar- 
rangement in  the  student's  mind  and  non-arrangement  or 
disarrangement  in  the  instructor's  mind.  For  catalogs  to 
group  the  courses  for  students'  consideration  will  first  re- 
quire that  the  faculty  group  courses  for  its  own  considera- 
tion and  will  next  require  that  the  faculty  itself  work  with 
regard  to  groups  and  relations  where  now  it  in  large  part 
must  work  without  knowing  what  progress  each  instructor's 
work  fits  or  misfits. 

Anarchy  in  announcements  breeds  anarchy  in  execution. 
Instructor  and  student  alike,  when  unable  to  see  portions  of 
their  work  in  relation  to  other  portions,  cannot  take  a  long 
and  balanced  view  of  alternative  opportunities.  From  ex- 
perience neither  the  student  nor  a  single  adviser  can  see  the 
course  needed  for  charities  and  philanthropic  services,  nor 
for  public  service  nor  for  trade  and  industry.  For  that  rea- 
son the  University  of  Chicago  groups  its  courses  so  that  a 


224     Self -Surveys  by  Colleges  and  Universities 

student  led  to  inquiry  about  charities  and  philanthropic  serv- 
ice can  see  the  courses  needed  for  each  of  four  different 
services:  (a)  general  charitable  and  philanthropic  work,  (b) 
preparation  needed  for  charitable  organization,  (c)  play- 
ground work,  (d)  social  settlement  work.  Similarly  for 
public  service  he  finds  the  subjects  related  under  three  heads : 
(a)  preparation  for  public  service,  general,  (b)  public  or 
private  service  in  the  labor  field,  (c)  labor  or  investigating 
commerce. 

The  final  test  of  a  course  is  what  reaches  the  student. 
This  can  be  learned  only  by  observation  of  classroom  work, 
examination  of  student  papers  and  field  study,  frank  testi- 
mony of  faculty  members  regarding  preparation  brought  to 
them;  e.g.,  by  medical  professors  as  to  student's  preparation 
in  chemistry. 

A  few  general  questions  are  needed: 

1.  Do  courses  aim  to  fit  students  rather  than  to  read  well 
when  read  by  competing  institutions  or  by  colleagues 
at  home ;  e.g.,  where  college  grounds  contain  tillable 
land,  are  students  of  agriculture  taught  via  use  of  this 
land  or  are  they  given  the  same  lecture  courses  as  in 
other  colleges  where  there  is  no  tillable  land? 

2.  Are  results  analyzed  to  see  whether  courses  need  mod- 
ification ? 

3.  Is  student  interest  dissipated  by  breaking  up  a  course 
into  too  many  nominal  subjects  or  titles  and  by  taking 
too  many  titles  at  one  time  ?     The  Iowa  Survey  Com- 
mission advises  against  one  and  two  hour  subjects  at 
the  university,  although  it  also  advises  against  the  five- 
hour  subjects  at  the  Teachers'  College. 

80.     Correlation  of  Subjects 

Team  work  within  the  student's  mind  is  quite  as  important 
as  team  work  within  a  faculty.  Stratification  and  scatter- 
fication  have  widely  —  temporarily  —  displaced  correlation 
as  a  principle  in  education. 

Whether  present-day  specialization  represents  a  good  idea 


Need  for  Coordination  by  Students          225 

gone  to  seed  or  a  good  idea  fruitfully  employed  is  but  a  sec- 
ondary question  for  the  surveyor  who  must  first  ascertain 
the  nature  and  extent  of  specialization  and  of  correlation  in 
any  college. 

1.  Are  new  courses  added  because  instructors  want  to 
give  them  or  because  there  is  a  new  need  ? 

2.  Are  new  specialties  started  when  instead   students 
really  need  new  illustrations  in  old  courses? 

[When  I  asked  one  of  my  old  school  boys  how  he 
was  enjoying  his  work  (in  a  certain  school)  he  an- 
swered :  "  Fine,  except  that  every  time  one  of  the 
instructors  gets  a  new  idea  he  starts  a  new  course." 
A.  D.  Y.] 

3.  Whose  business  is  it  to  see  that  the  student  is  relating 
his  history  to  his  economics;  German  language  to 
German  traditions ;  mathematics  to  field  uses  of  math- 
ematics ? 

4.  Which  members  of  the  faculty  attempt  to  understand 
how  their  courses  fit  into  the  rest  of  a  college  pro- 
gram, whether  on  paper,  in  method  of  instruction,  or 
in  the  student's  mind? 

5.  Is  there  need  for  general  synthesizing  courses  such  as 
college  presidents  used  to  give  and  such  as  the  presi- 
dent of  Toledo  University  is  now  giving  in  the  two 
half-year  compulsory  courses  for  freshmen  entitled 
Principles  of  Human  Behavior  and  The  University 
and  the  Value  of  Education? 

[General  synthesizing  courses  would  make  stu- 
dents uncomfortably  critical  of  the  work  of  special- 
ists who  cannot  distinguish  between  scientific  and 
educational  values.  A.  D.  Y.] 

At  the  University  of  Wisconsin  the  survey  found  one  cele- 
brated coordinator,  Professor  L.  Kahlenberg,  whose  chem- 
istry lectures  were  characterized  by  numerous  digressions  to 
such  subjects  as  patriotism,  hazing,  dissipation,  women's 
dress.  Answers  from  alumni  who  were  asked  the  effect  of 
these  digressions  indicated  a  student  demand  for  coordinat- 


226     Self -Surveys  by  Colleges  and  Universities 

ing  courses.  As  one  alumnus  put  it:  "These  digressions 
led  us  to  feel  that  chemistry  was  more  to  us  than  just  a 
study  for  chemistry  in  a  laboratory;  that  our  whole  environ- 
ment was  one  huge  laboratory."  Another  declared  that  he 
"  got  more  material  and  moral  benefit  out  of  these  digres- 
sions than  from  all  the  chemistry  he  would  stuff  into  me  in 
double  the  time."  A  third  suggested  that  "  If  the  professor 
were  to  announce  a  special  hour  for  his  coordinating  discus- 
sions, there  would  not  be  a  room  on  the  campus  big  enough 
to  hold  students  who  would  want  to  hear  him." 

Among  possible  coordinators  the  surveyor  should  look  for 
these : 

1.  The  special  coordinator  who  gives  his  entire  time  to 
seeing  that  students  connect  theory  with  practice,  sub- 
ject with  subject.     The  term  comes  from  Cincinnati's 
cooperative  method,  which  employs  a  special  coordi- 
nator who  visits  the  "  co-op  "  students  in  the  factory 
and  again  in  university  classes  to  see  that  the  factory 
does  not  exploit  him ;  that  he  is  applying  his  theory ; 
and  that  the  college  is  answering  questions  prompted 
by  his  factory  practice,  etc. 

2.  The  special  coordinating  course  is  given  in  some  col- 
leges via  popular  lectures  with  no  credit,  at  which  dif- 
ferent specialties  are  interpreted  in  terms  of  general 
human  experience. 

3.  The  question-box  course,  in  which  the  instructor  is 
class  or  in  assembly  bases  his  message  upon  students' 
questions  and  suggestions. 

4.  The  individual  seminar  course  came  from  Harvard 
and  is  used  in  several  other  colleges  for  graduate 
work.     I  was  once  given  a  chance  to  apply  it  in  under- 
graduate work   (page  317).     Students  will  frankly 
tell  when  coordinating  is  needed,  so  far  as  they  feel 
the  need. 

5.  Group  courses  are  dealt  with  in  the  section  or  cata- 
logs (pp.  219  ff.).     Whether  a  student  is  compelled, 
advised,  or  helped  to  take  a  balanced  diet  is  easily 
learned.     Whether  the  assimilation  is  balanced  and 


Using  Industry's  Laboratories  227 

coordinated  can  be  told  only  by  observing  the  student. 
There  are  many  ways  of  teaching  group  courses  so 
that  students  will  never  learn  what  coordinating 
means. 

6.  General  survey  courses  are  splendid  coordinators  — 
for  the  students  who  take  them.     The  present  tend- 
ency is  to  increase  the  number  of  bird's-eye-view 
courses,  not  only  in  languages  and  literature  but  in 
social  and  natural  sciences,  Bible,  etc.     Because  hear- 
ing or  reading  is  not  absorbing,  it  still  remains  im- 
portant to  apply  tests  to  student  assimilation  and  co- 
ordination. 

7.  Instructor  personality  is,  next  to  work  itself,  probably 
our  best  coordinator.     Whether  instructor  personality 
is  such  that  it  could  if  it  wished  lead  the  student  to 
coordinating  a  subject  with  the  rest  of  his  interests 
can  and  should  be  learned.     Whether  a  personality  is 
so  used  as  to  correlate  is  a  different  question  which 
must  be  asked.     Fairness  to  instructors  also  requires 
that  surveys  state  whether  or  not  the  duties  assigned 
to  instructors ;  the  number  of  student  hours  for  which 
they  are  held  responsible;  the  attitude  of  the  faculty 
group  toward  instruction  and  research ;  the  dominant 
method  of  dealing  with  students,  whether  through  lec- 
tures, personal  conversation,  quizzes,  etc.,  make  it  rea- 
sonably easy  for  instructors  to  coordinate  for  them- 
selves and  to  require  students  to  coordinate. 

8.  Field  work  that  needs  to  be  done  can  be  made  the  best 
possible  coordinator.     When  a  student  takes  a  task  of 
his  size  that  must  be  done  on  time  and  correctly,  the 
elements  in  his  own  personality  which  are  out  of  pro- 
portion; the  questions  in  his  mind  which  need  an- 
swers ;  the  suggestions  and  ambition  which  crave  ex- 
pression, all  force  themselves  to  his  attention  and  to 
that  of  the  observant  instructor.     How  far  and  in 
what  ways  work  is  used  for  coordinating  every  survey 
should  ascertain.     War  practices  are  teaching  the  edu- 
cational value  of  field  work. 


228     Self -Surveys  by  Colleges  and  Universities 
81.     Cooperative  or  In-and-Out  Method 

Although  it  originated  with  engineers,  the  cooperative 
method  has  now  been  extended  to  students  of  sanitation,  sta- 
tistics, commerce,  etc.  So  far  as  its  principle  is  sound,  it  is 
applicable  to  any  course  within  reach  of  work  that  needs  to 
be  done.  One  of  the  best  places  to  experiment  with  it  is  in 
the  college  business  offices.  In-and-Out  is  a  substitute  for 
cooperative,  because  the  student  is  in  college  one  week  or  one 
fortnight  and  out  of  college  the  next.  When  out  of  college 
he  is  in  a  shop  and  another  student  is  out  of  the  shop  taking 
his  place  in  college. 

For  150  opportunities  the  University  of  Cincinnati  re- 
ceives 5000  applications  a  year.  This  extraordinary  condi- 
tion is  due  to  the  fact  that  when  out  students  receive  journey- 
men's wages,  to  the  desire  of  students  "  to  be  in  the  thick  of 
things,"  and  to  the  growing  conviction  that  college  work 
taken  in  conjunction  with  work  in  factories  or  business  will 
be  more  interesting  and  more  abidingly  beneficial  than  col- 
lege work  taken  without  the  necessity  for  currently  applying 
it. 

The  term  "  cooperative  "  is  used  because  its  coiner,  Dean 
Herman  G.  Schneider  of  the  University  of  Cincinnati,  makes 
a  great  point  of  the  significance  to  education  and  to  industry 
of  employing  industry's  capital  to  educational  ends.  That 
every  person  in  a  supervising  relation  to  other  persons  will 
become  a  teacher  is  one  of  the  results  expected  from  the  ex- 
tension of  the  in-and-out  method. 

Whether  and  where  a  college  is  employing  the  coopera- 
tive method  can  be  quickly  learned.  Whether  in  its  own 
business  management,  on  its  own  farms,  and  in  the  factories, 
stores,  and  marts  of  its  own  town  and  near-by  towns  there 
is  opportunity  for  the  cooperative  method  and  willingness  to 
try  it,  a  survey  should  learn.  Generally  it  will  be  wiser  to 
begin  by  surveying  some  very  limited  opportunity,  one  fac- 
tory, one  clerical  department,  the  president's  office,  or  col- 
lege auditor's  office. 

The  two  best  summaries  of  experience  are  in  reports  by 
the  University  of  Cincinnati's  engineering  college  and  New 


More  Citizenship  Courses  Needed  229 

York  City's  department  of  education,  which  is  extensively 
experimenting  with  this  method  for  high-school  boys  and 
girls. 

82.     Citizenship  Courses 

The  last  trench  of  the  defense  against  criticisms  of  higher 
education  is  that  colleges  are  making  for  higher  and  nobler 
citizenship.  That  men  and  women  are  turned  out  who  are 
incompetent  in  this  or  that  branch  of  learning  will  be  ad- 
mitted, but  that  competent  or  incompetent  they  are  a  more 
valuable  citizenry  is  steadfastly  maintained.  Only  recently 
have  colleges  admitted  that  in  addition  to  all  other  services 
which  they  can  render  courses  in  citizenship  itself  are  needed. 

Among  questions  which  self -surveys  will  ask  about  the 
training  for  citizenship  are  these : 

1.  What  facts  are  taught  regarding  duties  and  powers  of 
present-day  government  of  city,  county,  state,  or  na- 
tion? 

2.  Is  it  possible  for  a  student  to  graduate  with  honors 
without  having  studied  current  events  ? 

3.  Is  citizenship  taught  through  general  lectures,   as- 
sembly talks,  debating  societies,  or  formal  instruction  ? 

4.  What  formal  courses  are  offered?     Are  they  offered 
by  men  and  women  who  are  familiar  with  the  work- 
ings of  the  principles  they  expound? 

5.  Are  these  courses  voluntary  or  compulsory? 

6.  At  what  time  in  the  course  do  they  come ;  i.e.,  must  or 
may  freshmen  take  them  or  do  only  sophomores, 
juniors,  or  seniors  have  the  chance  or  the  necessity  of 
taking  them? 

[Do  they  definitely  serve  all  such  distinct  forms 
of  control  as  ideals,  vocabulary,  means  to  varied 
mental  interconnection,  habits,  and  conditions  fav- 
orable to  application  and  transfer?  And  do  they 
supply  the  varied  sorts  of  material  and  experience 
essential  to  each?  A.  D.  Y.] 

7.  What  observation  or  practice  work  is  required  of  stu- 
dents in  connection  with  the  citizenship  of  the  college 


230      Self -Surveys  by  Colleges  and  Universities 


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232     Self -Surveys  by  Colleges  and  Universities 

circle,  of  the  town,  or  the  state ;  i.e.,  what  community 
chores  do  they  help  do  ? 

8.  How  much  money  is  spent  upon  teaching  citizenship? 

9.  What  percentage  is  this  of  the  total  instructional  bud- 
get? 

10.  If  no  money  is  spent  directly,  what  amount  of  energy 
(outside  of  budget  allowances)  is  given  by  the  faculty 
to  teaching  citizenship  ? 

11.  If  incorporation  of  citizenship  courses  is  not  immedi- 
ately feasible,  should  greater  use  be  made  of  the  stu- 
dent debating  and  literary  societies  and  self-govern- 
ment association,  with  or  without  special  credit  for 
such  work  ? 

83.     Cultural  vs.  Practical  Courses 

The  supposedly  irreconcilable  conflict  between  cultural 
and  practical  courses  is  being  reconciled,  thanks  to  the  very 
simple  and  universal  human  objection  to  conceding  either 
that  the  highest  culture  is  not  practical  or  that  the  really 
practical  is  not  also  cultural.  It  must  be  admitted  that  thus 
far  the  exponents  of  cultural  subject  instruction  find  it  hard 
to  grant  that  practical  subjects  are  also  cultural  and  that 
teachers  of  practical  courses  find  it  hard  to  admit  that  cul- 
tural subjects  are  practical.  Neither  set  of  exponents  will 
admit  for  one  minute  that  there  is  any  lack  of  either  cultural 
or  practical  in  its  own  subjects. 

The  Wisconsin  survey  tried  to  secure  a  line-up  of  each 
faculty  member  with  respect  to  each  of  his  courses.  Almost 
unanimously  instructors  stated  that  cultural  and  practical 
were  the  same  or  were  means  and  end.  New  life  has  been 
given  to  this  controversy  by  three  movements:  (i)  work- 
study-play  plan  and  learning  via  doing  propaganda,  in  ele- 
mentary and  secondary  education;  (2)  the  rapid  extension 
of  professional  and  vocational  two-year  and  four-year 
courses  in  colleges,  including  recognition  by  many  high- 
grade  medical  and  law  schools  of  two  years  pre-medical  and 
pre-law  work  in  college;  (3)  the  iconoclastic  propaganda 
undertaken  by  the  General  Education  Board  under  conditions 


"Cultural"  vs.  "Practical"  Courses  233 

that  insure  unlimited  newspaper  space  for  protests  against 
the  so-called  cultural  or  disserviceable,  and  extensive  maga- 
zine discussions  pro  and  con.  By  addressing  the  General 
Education  Board,  61  Broadway,  New  York  City,  the  reader 
may  secure  without  cost  Occasional  Publications,  which  de- 
cry the  cultural  and  appeal  for  practical,  related-to-life 
courses  (together  with  numerous  other  educational  docu- 
ments such  as  the  Maryland  School  Survey,  Gary  School 
Survey,  Annual  Reports  of  the  General  Education  Board, 
etc.). 

For  condensed  protest  against  the  position  taken  by  the 
General  Education  Board  and  others  who  decry  the  cul- 
tural courses  the  reader  is  referred  to  an  article  in  the 
Atlantic  Monthly,  November,  1916,  by  Alfred  E.  Stearns 
of  Phillips-Andover,  which  it  is  hoped  the  General  Educa- 
tion Board  will  have  reprinted  with  other  answers  to  its 
position  for  equally  wide  distribution. 

What  the  controversy  really  shows  is  that  the  world  in- 
side and  outside  of  college  wants  works,  not  faith;  wants 
results,  not  arguments,  both  from  cultural  and  practical  sub- 
jects. What  President  Butler  says  of  Latin  and  Greek  the 
world  is  beginning  to  say  of  every  other  subject,  including 
social  sciences  and  the  most  practical  of  practical  subjects ; 
viz.,  that  unless  "  they  are  to  become  museum  pieces,  those 
who  teach  them  must  catch  and  transmit  more  of  the  real 
spirit  and  meaning  of  the  classics  than  they  have  been  in 
the  habit  of  doing." 

Experience  is  fast  proving  that  no  subject  is  less  cultural 
than  a  cultural  subject  badly  taught,  and  no  subject  is  less 
practical  than  a  practical  subject  badly  taught;  that  no  sub- 
ject is  more  practical  than  a  cultural  subject  well  taught  and 
properly  mastered,  and  no  subject  more  cultural  than  a  prac- 
tical subject  well  taught  and  properly  mastered. 

Individual  colleges  will  do  well  to  have  each  instructor 
of  each  department  and  central  committees  of  departments 
go  through  the  curriculum  step  by  step  and  state  in  writing 

i.     Why  each  course  is  there. 


234     Self-Surveys  by  Colleges  and  Universities 

2.  With  respect  to  what  relations  during  and  after  col- 
lege each  course  aims  to  be  practical. 

3.  With  respect  to  what  relations  during  and  after  col- 
lege each  course  aims  to  be  cultural. 

4.  The  defmiteness  with  which  cultural  and  practical  aims 
of  each  course  are  expressed  in  the  syllabus  and  kept 
in  mind  by  supervisors. 

[The  thing  without  which  all  other  conditions  to 
efficiency  are  vain.  A.  D.  Y.] 

5.  The  extent  to  which  the  work  of  each  student  in  each 
class  shows  that  the  cultural  and  practical  aims  are 
being  realized. 

6.  The  number  of  failures  and  of  unsatisfactory  grades 
in  each  subject,  with  evidence  to  show  how  far  fail- 
ures were  due  to  the  cultural  or  practical  aims  and 
how  far  to  method  of  instruction. 

7.  A  comparison  of  survival,  non-survival,  high  grades, 
low  grades,  and  failures  of  cultural,  non-utilitarian, 
not-related-to-life  courses,  with  the  same  facts  for 
practical,  utilitarian,  related-to-life  courses.     Each  in- 
structor has  a  reason  for  helping  this  study. 

8.  A  comparison  of  foregrounds  and  backgrounds  of  in- 
structors and  a  similar  comparison  of  outside  activi- 
ties of  students  in  different  groups,  to  see  how  far 
results  are  due  to  what  the  instructor  is  and  has  to 
give  rather  than  to  the  paper  aim,  paper  content,  or 
paper  method  of  courses. 

[Instructors  must  be  convinced  that  other  things 
than  personality  and  knowledge  of  content  are  es- 
sential to  efficiency  and  that  many  students  require 
impressionistic  instruction.  A.  D.  Y.] 

9.  A  similar  comparison  of  college  with  college  in  re- 
spect to  survival,  scholarship,  and  failure.     By  defi- 
nition, medical,  law,  and  agricultural  colleges  teach 
only  practical  subjects.     Is  their  holding  power  supe- 
rior?    Are  results  of  their  clinics,  moot  courts,  and 
farm  labor  superior  to  their  results  from  lecture  and 
textbook  courses? 


Concrete  Tests  of  Cultural  Courses          235 

[This  is  admirable.  It  should  perhaps  bring  out 
still  more  clearly  the  fact  that  different  methods  or 
forms  of  instruction  are  effective  for  different  pur- 
poses; e.g.,  the  laboratory  work  effective  for  ideals 
and  habits  and  the  demonstration  work  effective  for  a 
proper  centering  of  information.  A.  D.  Y.] 

10.  Grading  must  be  analyzed  to  see  whether  mark  dif- 
ferences mean  different  standards  by  instructors  or 
different  interest  among  students. 

11.  The  college  and  after-college  success  according  to  ac- 
cepted standards  of  100  freshmen  of  cultural  or  near- 
cultural  courses  may  be  compared  with  the  results  of 
100  freshmen  equally  graded  in  practical  or  near- 
practical  courses.     Colleges  will  make  contributions 
to  education  if  wherever  possible  they  make  such  com- 
parison, not  merely  of  100  freshmen  but  of  all  fresh- 
men during  a  period  of,  say,  ten  years. 

[These  studies  should  be  more  scientific,  through 
the  elimination  of  all  other  varying  factors  than  the 
one  investigated.  For  example,  to  infer  as  Nearing 
does  that  the  relatively  high  number  of  successful 
Harvard  graduates  may  indicate  the  efficiency  of  a 
general  culture  is  unsafe,  because  so  large  a  propor- 
tion of  Harvard  men  come  from  homes  giving  un- 
usual opportunity  for  success  in  after  life,  quite  in- 
dependent of  type  of  education.  A  social  group 
should  be  compared  with  itself  and  Harvard  with 
Harvard,  with  variation  in  only  the  courses  taken. 
A.  D.  Y.] 

12.  Alumni  testimony  may  be  sought  via  classified  ques- 
tions which  will  help  successful  alumni  review  their 
own  experiences  before,  during,  and  after  college,  in 
efforts  to  discover  in  what  ways  the  cultural  and  prac- 
tical emphasis  of  different  courses  contributed  to  their 
life  work. 

[This  sort  of  test  I  believe  is  unsafe.  (See  clos- 
ing paragraphs  of  my  lecture  on  "  Sanity  and  Defi- 


236     Self -Surveys  by  Colleges  and  Universities 

niteness  in  Education.")]  If  unsafe  for  concluding 
this  study  would  be  safe  as  a  cue  and  question  fur- 
nisher. 

84.     Fitting  Courses  to  Local  Needs 

Why,  pray,  should  a  college  course  be  fitted  to  the  locality 
where  it  is  given?  Perhaps  to  the  majority  of  college  in- 
structors the  suggestion  seems  absurd.  How  can  a  sane  man 
fit  the  French  Revolution,  or  calculus,  or  Cicero,  or  zoology 
to  the  local  needs  of  a  Southern  state  university  or  a  New 
England  private  college? 

Nevertheless,  self -surveyors  will  find  this  an  extremely 
helpful  question  to  ask,  because  to  a  degree  not  yet  suspected 
college  instructors  are  doing  their  utmost  to  fit  their  sub- 
ject matter  and  method  of  treatment  to  local  needs  and  ca- 
pacities. Student  understanding  of  sciences  is  tested  by  ask- 
ing students  to  analyze  local  foods,  help  build  local  roads 
and  bridges,  draw  plans  for  local  buildings,  write  for  local 
newspapers,  survey  local  swamps,  vivisect  local  animals,  an- 
alyze local  flowers,  give  the  historical  background  for  local 
institutions.  Every  time  a  locality  is  used  as  a  laboratory 
instruction  is  related  and  fitted  to  local  needs.  Using  local 
schools  for  observation  and  practice  work  or  directed  teach- 
ing is  fitting  instruction  to  local  needs.  When  law  students 
are  required  to  take  six  months  in  a  law  office,  agricultural 
students  to  work  six  months  on  a  farm,  library  students  to 
work  eight  weeks  in  public  libraries,  medical  students  to  help 
conduct  clinics,  instruction  is  being  fitted  to  local  needs. 
The  digressions  mentioned  on  page  225  are  interpreted  by 
students  as  efforts  to  fit  chemistry  to  local  needs. 

Wherever  faculties  attempt  to  understand  the  localities 
which  pay  their  salaries,  furnish  their  students,  and  employ 
their  graduates,  and  wherever  college  instructors  attempt  to 
understand  the  human  minds  they  are  trying  to  instruct,  they 
will  consciously  and  unconsciously  employ  illustrations  and 
require  applications  which  spring  from  and  fit  local  needs. 
Whether  the  instructor  tries  to  know  his  own  locality  or 
whether  he  fails  to  see  any  difference  or  be  himself  any  dif- 


Dayton  Bureau  of  Research 
Teaching  taxpayers  about  city  government's  results  by  ocular  demonstration 


Dayton 


Field  training  for  public  service  via  preparing  exhibits 


Does  Compulsion  Sacrifice  Attraction?       237 

ferent  when  before  30  students  in  North  Carolina  and  when 
before  30  students  in  North  Dakota,  is  a  vital  question  for 
self -surveyors  to  answer. 

Universal  principles  lose  no  force  from  being  applied  and 
illustrated  so  as  to  fit  local  receptivity  via  local  need. 

85.    Holding  Power  of  Subjects,  Compulsory  and  Elective 

What  courses  students  register  for  when  free  to  choose  is 
an  index  to  needs  and  inclinations  of  students,  attractions 
and  limitations  of  courses,  and  efficiency  of  instruction, 
which  no  college  can  afford  to  leave  unsurveyed.  For  rea- 
sons similar  to  those  which  prompt  health  departments  to 
keep  pin  maps  of  cases  of  transmissible  diseases,  it  behooves 
colleges  to  keep  pin  maps  of  student  preferences. 

For  a  given  semester  it  is  easy  to  put  on  a  schedule  dif- 
ferent-colored pins  which  will  indicate 

1.  Those  who  have  unqualifiedly  elected  a  class. 

2.  Those  who  have  elected  that  class  from  among  several 
in  a  compulsory  course. 

3.  Those  compelled  to  take  it  because  there  is  nothing 
else  to  choose;  i.e.,  alternatives  that  are  never  given 
or  are  omitted  this  term. 

4.  Those  who  are  compelled  to  take  it  because  of  future 
prescriptions;  i.e.,   as  a  prerequisite   for  a  course 
wanted  later. 

Why  the  results  of  such  a  survey  are  what  they  are  will  call 
for  many  other  questions. 

One  complaint  is  almost  universal;  viz.,  that  courses  for- 
merly regarded  as  indispensable  to  training  and  culture  are 
now  avoided  by  students  unless  compulsory  requirements 
prevent  free  choice.  Somehow  or  other  compulsion  has 
failed  to  increase  the  drawing  power  or  holding  power  of 
these  subjects.  This  might  not  be  serious  if  students  meekly 
accepted  regulations  and  took  what  was  offered  them.  In- 
stead they  are  leaving  colleges  which  prescribe  certain 
courses  and  going  to  other  colleges  where  prescriptions  are 
fewer  or  nil,  or  at  least  where  prescriptions  themselves  seem 


238     Self -Surveys  by  Colleges  and  Universities 

to  fit  the  program  which  the  student  has  selected  for  him- 
self. 

Recent  actions  by  two  faculties  accentuate  the  need  for 
nation-wide  surveys  of  compulsory  courses.  Wisconsin's 
faculty  has  adopted  a  course  that  does  not  require  foreign 
languages.  Columbia  has  done  away  with  all  degrees  but 
the  B.A.  and  has  taken  the  position  that  whatever  credits  are 
offered  by  a  student  entitle  him  "  fairly  to  the  possession  of 
that  degree  which  has  historically  stood  for  a  liberal  train- 
ing "if  they  have  been  "  serious,  well-organized,  coherent, 
and  catholic."  What  Columbia  is  strong  enough  to  volun- 
teer every  college  in  this  country  will  be  compelled  to  debate 
and  to  consider  on  the  basis  of  local  fact  rather  than  tra- 
dition. 

If  the  contentions  which  have  heretofore  bolstered  certain 
subjects  with  compulsion  are  sound,  there  are  countable,  de- 
scribable,  local  evidences.  If  no  local  reasons  exist,  perhaps 
a  survey  will  show  that  there  are  local  reasons  either  for 
setting  up  an  entirely  new  list  of  compulsory  subjects  or  for 
abandoning  all  compulsions  except  one;  viz.,  that  every  stu- 
dent shall  select  courses  which  fit  one  another  and  fit  him. 

[As  our  study  of  education  values  becomes  more  determin- 
ing, it  is  only  selected  parts  of  subjects  that  will  be  "  com- 
pulsory ":  (i)  Essential  needs  and  methods  both  specific- 
ally and  generally  useful  —  often  contributed  with  equal 
efficiency  and  economy  by  selected  parts  of  otherwise  widely 
different  subjects.  (2)  Those  parts  that  have  unique  value 
either  in  the  sense  of  specific  usefulness  not  realizable 
through  other  subjects  or  in  their  high  relative  efficiency  or 
economy  in  the  development  of  something  that  other  sub- 
jects or  parts  of  subjects  cannot  do  so  well.  A.  D.  Y.] 

"  Unless  Greek  and  Latin  are  to  become  museum  pieces, 
those  who  teach  them  must  catch  and  transmit  more  of  the 
real  spirit  and  meaning  of  the  classics  than  they  have  been  in 
the  habit  of  doing."  These  words  are  President  Butler's. 
They  suggest  a  number  of  questions  for  surveyors : 

i.     Is  the  spirit  put  into  work  by  instructors  who  have 
compulsory  subjects  noticeably  different  from  that 


Competition  Is  the  Life  of  Culture  239 

shown  by  instructors  who  have  only  elective  work? 

2.  Is  there  a  noticeable  difference  in  the  spirit  of  the 
same  instructors  when  teaching  compulsory  subjects 
and  when  teaching  elective  subjects? 

3.  How  many  students  now  registered  were  compelled  to 
take  each  of  the  alternative  compulsory  courses? 

4.  How  many  students  have  registered  for  advance  elec- 
tives  in  subjects  in  which  they  earlier  took  compulsory 
courses  ? 

5.  Do  similar  facts  for  courses  entirely  elective  indicate 
any  difference  in  the  holding  power  of  elective  over 
complete  or  partial  compulsion  ? 

6.  Is  the  student's  interest  in  the  courses  which  he  had 
in  mind  when  he  took  the  prerequisite  elementary 
courses  noticeably  different  from  the  interest  he  took 
in  the  prerequisite? 

7.  Is  German  or  French  better  taught  than  Greek  or 
Latin? 

8.  What  subjects  are  students  electing  in  largest  num- 
bers? 

9.  What  evidence  is  there  that  they  are  electing  subjects 
rather  than  instructors  ? 

10.  What  evidence  is  there  that  changes  in  popularity  of 
subjects  are  due  to  changes  in  social  and  industrial 
conditions  or  to  changes  in  the  number  of  trained 
teachers  sent  out  to  preparatory  schools  by  colleges  ? 

11.  What  subjects  are  being  taught  for  no  other  assigned 
reason  except  that  they  are  part  of  traditional  learn- 
ing? 

12.  How  far  is  pressure  to  retain  or  to  expand  compulsory 
subjects  due  to  faculty  members  now  teaching  these 
subjects? 

Another  set  of  questions  relates  to  what  actually  happens 
in  courses  compulsorily  taken.  The  trend  of  opinion  might 
have  been  different  as  to  "  taking  "  Latin  or  "  being  ex- 
posed "  to  German  had  men  acquired  facility  to  feel,  think, 
speak,  or  write  in  those  languages.  If  all  students  of  com- 
pulsory subjects  obtained  A-plus  by  both  class  grading  and 


240     Self -Surveys  by  Colleges  and  Universities 

world  grading,  fewer  questions  would  be  raised.  It  is  nat- 
ural that  questions  are  raised  as  to  the  value  of  courses  com- 
pulsorily  taken  from  which  students  secure  failure,  D  or  C, 
with  little  or  nothing  in  memory  or  power  to  compensate  for 
time  spent  and  other  studies  missed. 

Many  friends  of  the  classics,  foreign  languages,  and  other 
compulsory  subjects,  including  English,  mathematics,  and 
Bible  study,  believe  that  these  subjects  would  benefit  from 
free  competition;  that  they  need  no  compulsion;  and  that 
more  students  will  elect  them  and  benefit  from  them  if  no 
students  are  required  to  take  them,  and  if  instructors  are 
required  to  adapt  them  to  present-day  needs  rather  than  to 
former  practices.  Specific  testimony  from  a  number  of  col- 
leges would  help  test  this  belief. 

Every  subject  will  benefit  from  taking  count  of  stock  and 
testing  its  own  holding  power;  i.e.,  by  comparing  the  num- 
ber taking  each  course  with  the  number  whose  preparation 
makes  them  eligible  to  elect  it. 

86.     Graduate  Work  Offered 

Since  academic  preferment  and  the  giving  of  graduate 
courses  are  more  and  more  closely  associated  in  the  academic 
mind,  it  is  not  surprising  that  instructors  want  as  quickly 
as  possible  to  have  their  names  opposite  graduate  courses. 
It  helps  to  have  one's  name  in  the  catalog  as  giving  a  grad- 
uate course.  Who  away  from  college  or  out  of  one's  depart- 
ment will  ask  whether  the  course  is  given  and  how  many  take 
it,  with  what  satisfaction?  It  is  useless  to  advise  that  every 
college  refuse  to  print  offers  of  graduate  work  when  it  is 
either  unable  to  give  such  work  or  is  certain  that  no  one 
will  ask  for  it.  An  offer  for  which  there  is  no  taker  may 
be  just  as  sincere  as  the  offer  for  which  there  are  too  many 
takers.  Who  knows  but  that  next  time  one  or  several  stu- 
dents will  apply!  Once  having  a  demand,  there  is  an  ap- 
pealing power  which  will  justify  renewing  the  offer  and  -will 
strengthen  an  appeal  for  funds  to  make  it  possible  to  give 
the  work. 

After  feeling  sympathy  for  offers  of  graduate  work  where 


Mis-advertising  Graduate  Work  241 

the  wish  is  father  to  the  thought,  it  still  remains  advisable 
for  self -surveyors  to  look  for  evidences  that  their  college  is 
doing  itself  and  graduate  students  injury 

1.  By  advertising  courses  when  it  knows  that  it  cannot 
give  them,  that  the  advertised  instructor  will  not  be 
present,  or  is  already  overloaded. 

2.  By  advertising  initial  courses  which  it  can  give  with- 
out making  it  clear  that  it  is  unable  to  follow  up  those 
courses  with  other  graduate  courses. 

3.  By  encouraging  students  to  register  for  graduate  work 
when  they  must  fill  out  their  time  with  undergraduate 
courses  or  by  undesired  graduate  courses  or  by  thresh- 
ing over  old  straw,  either  in  courses  repeated  or  in  sub- 
stantial repetitions  under  different  names. 

4.  By  offering  as  graduate  work  courses  which  are  not 
advance  work  but  elementary  work,  and  so  recog- 
nized avowedly  or  tacitly  by  admitting  elementary  stu- 
dents to  them. 

5.  By  attempting  to  develop  graduate  work  equally  in  all 
departments  in  the  face  of  unequal  ability  to  give  the 
courses. 

6.  By  failing  in  advertisement  and  practice  to  make  it 
clear  that  graduate  work  is  offered  to  each  student 
conditionally;  i.e.,  only  in  case  that  he  proves  ability 
to  do  work  of  graduate  —  i.e.,  advanced  —  grade. 

87.    Professional  Courses 

Extensive  studies  have  been  made  of  four  professional 
courses  —  medicine,  engineering,  law,  and  agriculture  —  by 
the  Carnegie  Foundation  for  the  Advancement  of  Teaching, 
and  may  be  obtained  upon  application  to  476  Fifth  Avenue, 
New  York  City.  These  studies  were  partially  cooperative ; 
i.e.,  questionnaires  were  sent  to  colleges  with  respect  to 
equipment,  requirements,  organization,  etc.  For  law  and  en- 
gineering, college  committees  assisted.  Any  self-survey  of 
professional  courses  would  well  begin  with  a  study  of  the 
questionnaire  and  the  reports  of  these  special  studies.  Prob- 


242     Self -Surveys  'by  Colleges  and  Universities 

ably  in  1917  the  Carnegie  Foundation  will  also  report  upon 
normal-school  work  in  Missouri  and  Indiana,  for  which  pro- 
fessional field  the  results  of  study  of  eight  normal  schools  in 
Wisconsin  together  with  suggestions  for  self -study  have  been 
summarized  in  Self-Surveys  by  Teacher-Training  Schools 
(Allen  and  Pearse). 

The  Carnegie  Foundation  studies  thus  far  published  have 
had  to  do  with  questions  of  policy,  organization,  and  equip- 
ment rather  than  with  the  execution  of  a  program  arid  equip- 
ment which  any  college  actually  possesses.  The  medical 
study,  for  example,  which  was  far  reaching  in  its  results  was 
made  without  observing  medical  instruction,  and  in  a  large 
part  without  testing  statements  of  colleges  for  accuracy, 
completeness,  or  over-completeness. 

Once  having  established  a  professional  course,  self-survey 
steps  here  suggested  in  detail  for  various  phases  of  college 
management  need  to  be  taken.  The  principles  of  scientific 
analysis  and  description  are  just  the  same  whether  one  is  sur- 
veying a  medical  school  or  freshman  work  in  cultural  sub- 
jects. Special  stress  is  needed  upon  the  following  points : 

1.  Adequate  equipment  and  organization  do  not  mean 
adequate    instruction    and   training   in   professional 
courses   any  more  than  in  undergraduate  courses. 
Therefore  any  survey  which  stops  with  equipment  and 
organization  may  easily  reach  unsound  conclusions. 

2.  The  fact  that  three  great  donors  to  professional  train- 
ing —  Carnegie  Foundation  for  the  Advancement  of 
Teaching,  General  Education  Board,  and  Rockefeller 
Foundation  —  have  influence  in  proportion  to  the  need 
and  cupidity  of  professional  schools  makes  it  urgent 
that  the  country  shall  take  double  precautions  before 
accepting  without  analysis  the  findings  of  fact  and  of 
recommendation  which  emanate  from  these  hoped-for 
donors. 

3.  Opposition  by  donors  to  physical  separation  of  so- 
called  theoretical  —  i.e.,  classroom  and  laboratory  — 
instruction  from  so-called  clinical  or  field  instruction 
in  professional  courses  should  be  subordinated  to  the 


Professional  Courses  Need  Surveys          243 

needs  and  possibilities  of  each  professional  school,  its 
students,  and  its  supporting  locality. 

4.  The  cooperative  plan  of  using  the  laboratories  of  in- 
dustry and  schools  (page  228)  is  not  more  needed  but 
is  more  obviously  needed  in  professional  courses. 
Surprisingly  little  scientific  study  has  been  made  by 
colleges  of  the  few  efforts  thus  far  made  to  apply  this 
cooperative  principle. 

5.  Methods  of  elimination  need  special  study;  elimina- 
tion from  applicants  of  all  who  do  not  present  strong 
presumptive  evidence  of  personality  and  capacities  re- 
quired in  the  profession;  elimination  early  in  the 
freshman  course;  fair  —  i.e.,  ruthless  —  elimination 
in  later  years  up  to  the  day  of  graduation,  even  though 
such  elimination  carries  with  it  an  indictment  of  the 
school's  failure  to  have  discovered  earlier  a  student's 
unfitness. 

[Elimination  of  students  who  fall  below  standard  is 
essential  in  professional  courses  but  unprofitable  in 
general  training  which  aims  to  promote  democracy 
by  raising  the  general  intellectual  level.  A.  D.  Y.] 

6.  The  nature  and  extent  of  efforts  to  analyze  causes  of 
failure  and  weaknesses  of  those  eliminated  and  of 
those  who  remain  needs  the  same  kind  of  study  which 
is  suggested  for  non-professional  courses. 

7.  Whether  minimum  essentials  and  standard  tests  are 
currently  applied  to  instructor,  instruction,  and  in- 
structee  should  be  shown. 

8.  How  far  slovenly  professional  ethics  or  practice  is  en- 
couraged by  conduct  of  quizzes,  by  examination  ques- 
tions, and  by  grading  needs  intensive  surveying.     An 
experience  as  proctor  of  several  medical  examinations 
made  me  shudder  for  years  at  the  thought  of  accept- 
ing medical  advice.     I  cannot  now  see  a  prescription 
without  remembering  a  senior  who  graduated  in  spite 
of   answers  that   included   one   of   which   he   later 
ejaculated :     "  My  God,  I  gave  that  baby  enough  to 
kill  an  elephant."     There  are  certain  minimum  es- 


244     Self -Surveys  by  Colleges  and  Universities 

sentials  of  every  profession  with  respect  to  which  the 
passing  mark  is  obviously  100  and  not  70. 
9.  How  professional  schools  keep  in  touch  with  their 
alumni  and  whether  they  study  and  emphasize  unclas- 
sified averages,  brilliant  exceptions,  or  the  specific 
facts  as  to  each  graduate's  progress  need  study. 

10.  Continuation  instruction  including  field  examination, 
in  absentia  questions  and  advice  will  come  to  be  min- 
imum   essentials.     Normal-school    leaders,    for    ex- 
ample, are  urging  that  in  fairness  to  their  product  and 
to  their  client,  the  public,  normal-school  supervision 
should  continue  through  six  months  or  a  year  or  per- 
haps longer  of  actual  classroom  teaching  or  school 
management. 

[You  cannot  emphasize  too  much  the  responsi- 
bility that  any  institution  giving  professional  train- 
ing assumes  for  the  continued  efficiency  of  its  gradu- 
ates. Should  there  not  be  a  legal  requirement  for 
periodic  renewals  of  certificates  entitling  graduates 
to  practice  which  should  not  be  given  without  the 
approval  of  the  institution  from  which  they  graduate 
or  one  of  equal  rank?  A.  D.  Y.] 

11.  How  the  rewards,  requirements,  and  difficulties  of 
each  profession  are  described  in  announcements  and 
catalogs  and  in  courses  is  a  subject  for  surveyors. 

12.  Whether  professional  training  is  regarded  as  part  of 
universal  training  for  citizenry  and  for  service  is  of 
first  importance.     The  world  has  made  up  its  mind 
that  it  can  do  without  professional  ability,  however 
eminent,  which  fails  to  consider  the  public  as  its  prin- 
cipal client  against  whose  interest  it  is  never  free  to 
accept  a  retainer  of  money  or  preferment.     (See  ad- 
dress of  President  Elihu  Root  of  the  American  Bar 
Association,  annual  meeting,  1916.) 

88.     The  College  Library 

In  his  report  for  1916  President  Butler  suggests  that  col- 
lege libraries  exist  not  for  themselves  or  for  any  direct  rela- 


Library  Efficiency  Tests  245 

tion  to  students  but  to  facilitate  the  work  of  college  depart- 
ments. He  further  suggests  that  students  might  profitably 
be  given  courses  in  the  use  of  libraries, —  as  is  done  by  many 
small  colleges.  These  suggestions  prompt  questions  for 
surveyors : 

1.  Who  determines  what  books  shall  go  into  the  college 
library  and  on  what  conditions  books  may  go  out; 
i.e.,  how  far  are  these  decisions  matters  of  initiative 
by  faculty,  of  conference  between  librarian  and  fac- 
ulty, or  of  decision  by  the  librarian  alone  ? 

2.  What  determines  the  amount  of  money  available  to 
the  library?     Of  the  total  how  much  goes  for  current 
journals?     How  much  to  new  books?     How  much 
for  postage  in  order  to  secure  matter  for  free  distri- 
bution?    How  much  for  research  sources?     Are  li- 
brary appropriations  budgeted?     Are  fines  enforced? 

3.  What  proportion  of  the  total  library  expenditure  is 
for  instructional  purposes  and  what  proportion  for 
faculty  or  graduate  research  ? 

4.  What  steps  does  the  library  take  to  call  attention  of 
faculties  to  live  matter  and  helpful  suggestions  which 
come  in  current  journals  or  in  library  reviews? 

5.  Is  it  permitted  to  clip  out  of  magazines  for  topical 
filing  any  matter  considered  helpful  by  instructors? 

[Owing  to  the  necessity  for  permanent  and  un- 
mutilated  files  of  periodicals,  shouldn't  your  ques- 
tion take  the  following  form :  "  Are  extra  copies  of 
periodicals  provided  from  which  clippings  may  be 
made?"  A.  D.  Y.] 

6.  What  rules  govern  use  of  books  and  magazines  by 
students  ?     Do  they  encourage  library  patronage  ?     Is 
service  prompt?     Is  it  agreeable?     Is  it  competent? 
Is  it  happy?     Is  it  interested? 

7.  Is  it  easy  to  have  books  come  to  places  where  students 
and  faculty  gather  or  must  students  and  faculty  go  to 
a  central  place  where  books  are  stored? 

8.  In  what  ways  is  the  librarian  notified  of  respective 
demands  for  books  by  different  courses  ? 


246     Self -Surveys  by  Colleges  and  Universities 

9.  In  what  ways  are  librarian  and  staff  enlisted  in  help- 
ing students  learn  how  to  study,  how  to  use  reference 
works,  and  how  to  digest  materials  ? 

10.  What  complaints  or  suggestions  have  the  faculty  with 
respect  to  the  central  library  and  departmental  li- 
braries?    How  complete  is  the  file  of  official  reports 
for  the  city  and  state  where  the  college  is  located ;  for 
colleges,  particularly  those  of  similar  size  and  pro- 
gram; for  learned  societies,  educational  and  profes- 
sional conventions ;  for  civic  agencies ;  for  the  United 
States  Bureau  of  Education  and  other  departments, 
etc. ;  i.e.,  is  it  recognized  that  books  are  a  decade  or 
generation  behind  current  reports? 

11.  Does  the  library  equipment  make  efficiency  easy? 
Are  there  enough  bulletin  boards?    Are  they  con- 
veniently placed?     Are  they  used?     Is  the  lighting 
adequate?     May  students  go  to  the  shelves?     Are 
documents  most  used  that  are  nearest  ? 

89.     Testing  Efficiency  of  Individual  Courses 

Self-surveying  of  colleges  and  universities  presumes  self- 
surveying  of  instruction  in  each  subject  taught.  Unless  gen- 
eralizations and  averages  are  to  suffice,  it  is  necessary  to 
work  out  methods  of  testing  the  purpose,  content,  and  in- 
structional method  of  each  course.  If  a  subject  is  taught 
only  because  it  paves  the  way  for  a  succeeding  subject,  that 
fact  will  appear.  If  a  subject  is  expected  to  pay-as-it-goes, 
that  fact  will  appear,  with  reasons. 

Ultimately  college  experience,  conferences  of  instructors, 
results  of  self-surveys  will  make  it  possible  to  list  for  college 
subjects  standard  tests  such  as  may  now  be  listed  for  ele- 
mentary arithmetic,  writing,  composition,  etc.  Such  a  list- 
ing would  not  be  possible  as  a  mere  expression  of  some  one 
educator's  opinion  and  experience.  It  is  suggested  that  col- 
lege faculties,  departments,  and  individual  instructors  ask 
the  following  questions  about  each  term  course : 

I.     What  part  of  it  is  here  because  students  need  it ;  what 
part  because  instructors  wish  to  teach  it? 


Why  New  Courses  Are  Given  247 

2.  Is  its  length  determined  by  its  subject  matter  or  by  the 
length  of  term  ? 

3.  Who  suggested  that  it  be  given? 

4.  What  college  officers  passed  upon  its  plan  before  it 
was  incorporated? 

[Does  it  announce  and  actually  develop  definite 
forms  of  general  training  and  special  social  ends, — 
under  such  heads  as  ideals  and  incentives,  vocabu- 
lary, associations  essential  to  varied  mental  inter- 
connections, habits  and  systems  of  habits,  and  gen- 
eral application  or  transfer  with  the  conditions 
favorable  to  it?  The  mere  enumeration  of  such 
definite  claims  for  a  course  would  go  far  toward 
insuring  them-  A.  D.  Y.] 

5.  Have  minimum  essentials  for  it  been  listed? 

6.  In  what  ways  is  it  specially  fitted  to  its  students  ? 

7.  In  what  ways  does  it  use  students'  experience  ? 

8.  In  what  ways  is  it  fitted  to  the  locality's  needs  ? 

90.     Admission  Requirements 

Standardization  of  admission  requirements  has  made  great 
headway,  due  largely  to  the  requirements  of  the  Carnegie 
Foundation.  Few  colleges  now  admit  students  to  collegiate 
standing  who  do  not  present  14  to  15  "  standard  units  "  of 
preparatory  credits. 

The  gap  between  nominal  requirements  and  actual  prac- 
tice will  be  found  considerable  in  most  colleges.  Moreover, 
the  minimum  line,  14  to  15  "  standard  units,"  has  been  found 
an  inadequate  protection  against  unprepared  students.  Rec- 
ord Aids  in  College  Management  exhibits  best  practices. 

Exceptions  to  the  rule  can  be  easily  listed  at  the  beginning 
of  a  self-survey.  For  each  person  admitted  with  fewer  than 
the  advertised  standard,  the  reasons  for  the  exception  should 
be  stated,  and  the  results  of  it;  i.e.,  whether  he  or  she  was 
able  to  carry  the  work  satisfactorily  and  whether  his  or  her 
presence  subtracted  from  the  efficiency  of  other  students 
and  faculty.  [In  some  cases,  because  "  three  hours  a  week 
for  thirty  weeks  in  a  year"  aren't  four  hours  for  forty 


248     Self -Surveys  by  Colleges  and  Universities 

weeks,  they  are  given  no  credit  whatever.  Therefore  the 
following:  "Is  partial  credit  given  for  a  three-hour  and 
thirty-week  course  that  ought  to  have  been  a  four-hour  and 
forty-week  one?  "  A.  D.  Y.] 

Because  possession  of  standard  credits  has  not  meant  pos- 
session of  health,  character,  ability,  and  desire  to  profit  from 
collegiate  work,  colleges  are  making  two  significant  depar- 
tures: they  are  requiring  specific  evidence  of  character, 
health,  and  ability  to  do  college  work ;  they  are  accepting  stu- 
dents who  present  evidence  of  ability  to  do  work  satisfac- 
torily even  if  they  lack  standard  credits.  In  other  words, 
colleges  are  swinging  back  to  their  original  idea  that  person- 
ality preparation,  not  academic  preparation,  is  the  valid  test. 

Blanket  certificates  in  vague  general  terms  are  giving  way 
to  specifications  of  work  done  and  of  personality.  It  is  not 
enough  to  know  credits  earned.  Colleges  want  to  know  the 
amount  of  ground  covered,  the  number  of  weeks  studied, 
and  the  number  of  recitation  periods  a  week.  Where  this 
degree  of  specification  is  not  required,  three  hours  a  week, 
thirty  weeks  in  a  year  are  credited  equally  with  five  hours 
a  week,  forty  wee'ks  in  a  year.  The  ground  covered  serves 
as  a  check  against  crediting  time  spent  irrespective  of  benefits 
received.  Finally,  the  student's  rating  is  found  important 
as  a  leverage  for  a  preparatory  school  and  as  a  qualification 
for  college,  because  many  colleges  are  frankly  stating  that 
they  do  not  wish  to  bother  with  students  who  were  satisfied 
during  preparatory  days  with  mediocre,  poor  work. 

Every  college  will  do  well  to  compare  at  once  the  ques- 
tions it  asks  about  students  applying  for  admission  with  the 
questions  asked  by  Harvard,  Yale,  Princeton,  Vassar,  Smith, 
Mount  Holyoke,  and  Wellesley,  all  of  which  require  three 
kinds  of  evidence : 

1.  A  school  report  covering  the  entire  record  of  subjects 
and  grades  for  four  years. 

2.  A  specific  character  survey  (detailed  in  Record  Aids) . 

3.  Four  comprehensive  written  examinations. 

Columbia  threatens  to  go  further;  other  schools  will  dare 


Admission  Requirements  Improve  249 

follow  now  that  they  are  less  dependent  upon  the  Carnegie 
Foundation.  The  dean  of  its  faculty  of  political  science 
and  pure  science  declares  that  limiting  admissions  to  persons 
who  seek  degrees  and  who  present  evidence  of  having  com- 
plied with  the  standard  unit  conventions  cripples  a  university 
because  it  restricts  the  freedom  of  both  student  and  teacher 
and  holds  it  back  from  an  opportunity;  i.e.,  "  the  great  busi- 
ness of  public  instruction  and  of  directly  shaping  public 
opinion."  Dean  Woodbridge  recommends  that  admission  be 
granted  "  on  the  most  liberal  conditions  possible  and  in  ac- 
cord with  the  public  demand  upon  the  university." 

When  Columbia  turns  heretic,  it  is  safe  for  smaller  col- 
leges to  abandon  money-made  or  tradition-made  standards 
for  entrance  requirements  and  to  adopt  vision-made  stand- 
ards that  will  accept  personality  and  ability  preparedness  no 
matter  what  academic  preparation  may  have  been.  Before 
changing  their  standards  with  or  without  precedent  and 
moral  support,  colleges  and  institutions  should  "  play  safe  " ; 
i.e.,  analyze  their  own  local  experience,  and  outline  and  en- 
force a  higher  specific  standard  of  personality  preparedness. 

President  Burton's  report  for  Smith  College  1915-1916 
contains  (pages  25  to  39)  an  illuminating  discussion  of  the 
new  admission  requirements  agreed  upon  by  Mount  Holyoke, 
Vassar,  Wellesley,  and  Smith.  The  following  nine  reasons 
for  adopting  a  new  plan  are  elaborated : 

1.  To  eliminate  the  evils  of  the  certificate  system  —  for 
the  sake  of  the  schools,  the  students,  and  the  colleges. 

2.  To  provide  a  method  which  would  admit  any  student 
who  was  prepared  to  do  college  work  and  which  would 
exclude  the  others. 

3.  To  put  emphasis  where  it  belongs  and  to  have  entrance 
to  college  determined  not  by  success  in  passing  ex- 
aminations, not  by  skill  in  securing  certificates,  but  by 
giving  evidence  of  ability  to  do  college  work. 

4.  To  affirm  the  belief  that  "  conditions  "  for  freshmen 
are  an  unmitigated  evil. 

5.  To  leave  secondary  schools  entirely  free  to  arrange 


250     Self -Surveys  by  Colleges  and  Universities 

their  curricula  and  follow  whatever  sequence  in  stud- 
ies may  seem  to  them  wise. 

6.  To  recognize  the  value  and  convenience  both  to  schools 
and  colleges  of  a  uniform  method  of  admission. 

7.  To  learn  what  only  the  four  comprehensive  examina- 
tions can  show;  i.e.,  in  English  or  history,  in  a  for- 
eign language,  in  mathematics,  chemistry,  or  physics, 
in  groups  selected  by  the  applicant. 

8.  To  take  the  next  step  in  the  solution  of  the  far  more 
difficult  and  perplexing  question  of  the  content  of  en- 
trance requirements. 

9.  To  let  the  person  who  is  most  concerned,  the  person 
for  whom  schools  and  colleges  actually  exist,  have  a 
genuine  opportunity  to  express  herself  at  her  best  and 
to  submit  the  evidence  which  she  considers  does  her 
the  fullest  justice. 

For  Notes  or  Questions  by  the  Reader 


p 


VIII 

INSTRUCTIONAL  EFFICIENCY 
91.     Method  of  Selecting  Instructors 

RESENT  instruction  will  not  be  materially  benefited  by 
asking  how  present  instructors  were  selected.  The 
quality  of  future  instruction,  however,  may  be  appreciably 
raised  by  learning,  analyzing,  and  reporting  steps  taken  and 
standards  used  when  selecting  the  most  recent  additions  to 
the  faculty. 

1.  What  steps  were  taken  to  learn  about  a  large  number 
of  persons  specially  fitted  for  each  position  ? 

2.  How  many  colleagues  in  other  institutions  were  noti- 
fied?    How  many  public-school,   private-school,   or 
normal-school  teachers,  qualified  as  to  scholarship  and 
teaching  efficiency,  were  notified? 

3.  How  specifically  were  the  duties  and  opportunities  of 
the  new  position  advertised  ? 

4.  How  specifically  were  the  qualifications  of  person- 
ality, scholarship,  and  teaching  defined  and  applied 
when  considering  candidates  ? 

5.  How  specifically  was  a  premium  placed  upon  research 
reputation  or  promise?     Yale  unblushingly  reports 
that  "  nothing  is  considered  more  important  than  ef- 
fective and  inspiring  teaching." 

In  too  many  instances  mere  propinquity  determines  the 
selection  of  college  instructors  —  as  of  wives  and  husbands. 
Professor  A  has  a  liking  for  Mr.  Bv  who  has  tried  hard  in 
his  courses,  or  gives  promise  of  research  ability.  The  po- 
sition opens ;  Mr.  B  is  there,  he  is  likable.  Without  analyz- 
ing Mr.  B's  work  and  qualities  with  special  reference  to 
teaching  requirements  and  without  seeking  five  or  twenty 
competitors  with  whom  to  measure  him,  Professor  A  pro- 
pinqs  and  Mr.  B  joins  the  faculty. 

Estimates  of  character  are  employed  by  Dean  Elmer  E. 
Jones  of  Northwestern  University's  School  of  Education. 

251 


252     Self -Surveys  by  Colleges  and  Universities 

The  blank  permits  ten  different  shades  or  degrees,  with 
remarks  as  to  each  of  the  following  24  character  elements, 
originally  listed  by  Dean  F.  P.  Keppel  of  Columbia  Uni- 
versity : 

Physical  health  Energy  Unselfishness 

Mental  balance  Judgment  Kindliness 

Intellect  Originality  Cheerfulness 

Emotions  Perseverance  Refinement 

Will  Reasonableness  Integrity 

Quickness  Clearness  Courage 

Intensity  Independence  Efficiency 

Breadth  Cooperativeness  Leadership 

Record  Aids  in  College  Management  shows  that  when 
recommending  students  as  teachers  for  high  schools  or  as 
employees  elsewhere,  several  colleges  take  pains  to  specify 
personality  elements  which  promise  success.  For  example, 
Wellesley  asks  in  reports  about 

Quality  of  instruction  Attitude  toward  superior  officers 

Skill  and  management  of  pupils  General  attitude  toward  community 
Social  relation  with  pupils  Manners,  dress,  etc. 

The  University  of  Wisconsin  reports  as  to  five  degrees  (very 
inferior,  inferior,  average,  superior,  very  superior)  of  18 
different  personality  qualifications : 

1.  Personal  and  phys-       7.  Affability  14.  Promptness 

ical  fitness  8.  Enthusiasm  15.  Open-mindedness 

2.  Force  of  character  9.  Conscientiousness  16.  Judgment      (com- 

3.  Voice  10.  Originality  mon  sense) 

4.  Sympathy  n.  Initiative  17.  Use  of  English 

5.  Tact  12.  Leadership  18.  Interest  in  teach- 

6.  Vivacity  13.  Capacity  for  work  ing 

Again,  regarding  high-school  teachers  who  wish  other  posi- 
tions, questions  are  asked  such  as  all  colleges  will  undoubt- 
edly come  to  ask  about  candidates  for  teaching  positions  on 
college  faculties ;  e.g.,  as  to 

1.  Preparation  of  subject  matter  7.  Skill  in  assignment 

2.  Skill  in  presentation  8.  Interest  in  the  life  of  the  com- 

3.  Skill  in  questioning  munity 

4.  Ability  to  hold  attention  9.  Interest    in    the    life    of    the 

5.  Quality  of  results  secured  school 

6.  Skill  in  classroom  management  10.  Moral  influence 


Specific  Qualifications  for  Teaching         253 

Two  other  interesting  precautions  are  taken;  viz.,  refer- 
ences are  asked  to  indicate  whether  the  teacher  is  best  fitted 
for  a  small  high  school  or  a  large  high  school,  normal  school, 
or  a  college  as  supervisor  or  superintendent;  finally,  a  con- 
fidential statement  is  requested  to  "  cover  any  reservation 
which  you  desire  to  make." 

Faculties  with  "  sot "  habits  will  seldom  welcome  a  per- 
sonality camera  which  will  analyze  their  physical  appearance, 
voice,  manner,  etc.  Few  faculties,  however,  will  fail  to 
agree  that  it  is  desirable  when  adding  a  new  person  to  their 
number  to  put  a  premium  on  voice,  physical  appearance,  and 
reputation  which  express  vigor,  health,  poise,  cooperative 
spirit,  etc.  The  strongest  candidates  will  not  suffer  from 
having  their  personality  characteristics  broken  into  elements 
and  each  element  into  degrees  as  per  the  card  on  page  257. 

A  question  which  the  Wisconsin  Library  School  has  asked 
of  librarians  who  have  supervised  practice  students,  suggests 
this  for  colleges:  Would  you  employ  this  candidate  for 
work  in  your  own  college  similar  to  that  of  our  position 
here?  Another  helpful  question  is:  How  far  do  you  ex- 
pect this  candidate  to  rise  in  the  profession  of  teaching  if 
given  opportunity? 

Every  question  listed  on  page  270  for  testing  efficiency  of 
classroom  instruction  can  without  embarrassment  be  asked 
about  the  previous  teaching  of  candidates,  especially  if  the 
would-be  employer  goes  whenever  possible,  as  he  should, 
to  see  the  would-be  instructor  at  work  with  students.  The 
habit  cannot  long  survive  of  college  presidents  going  east 
or  west  to  interview  a  candidate,  not  at  work  with  students, 
but  at  a  hotel  or  club ! 

Among  the  earmarks  of  inefficient  instruction  which  with- 
out embarrassment  can  be  looked  for  when  comparing  can- 
didates not  yet  on  a  faculty,  are  those  mentioned  and  sug- 
gested on  page  258. 

92.     Observation  of  Classroom  Instruction 

Against  survey  visiting  of  college  classes  it  is  urged  that 
definite  tests  for  instruction  of  college  grades  have  not  been 


254     Self -Surveys  by  Colleges  and  Universities 

formulated;  that  if  formulated  they  would  result  in  la- 
mentably one-sided  instruction ;  that  there  would  be  a  tend- 
ency to  apply  the  same  test  to  instructors  in  different  de- 
partments; that  if  efficiency  tests  were  applied  to  each 
instructor  even  in  one  department  or  subject  the  result  would 
be  monotony  of  influence  upon  students ;  that  any  test  which 
would  be  satisfactory  would  be  so  complex  that  it  would 
require  greater  discretion  in  the  persons  who  applied  than 
colleges  could  insure ;  that  by  other  methods  than  class  visit- 
ing instruction  is  already  better  tested;  that  visiting  would 
check  the  spontaneity  of  instructors;  that  no  man  under 
surveillance  could  exert  the  right  influence  upon  students  be- 
cause he  could  not  be  himself ;  that  a  visited  teacher  would 
be  more  pitiable  than  a  public  speaker  who  is  constantly 
followed  at  every  performance  as  to  thought,  delivery,  and 
personal  appeal  to  the  audience ;  that  a  person  who  knows  he 
is  being  tested  will  lose  the  power  that  comes  from  absorp- 
tion in  his  task ;  that  what  his  students  do  when  they  go  on 
to  advanced  courses  shows  the  instructor's  ability ;  that  class 
visitation  means  censorship  of  personality  more  disastrous, 
because  more  insidious,  than  any  censorship  of  doctrine ;  that 
only  subservient  instructors  with  theatrical  ability  would 
show  what  supervisors  desire;  that  straightforward  and  in- 
dependent instructors  would  find  supervision  intolerable ;  that 
men  of  strong  personality  would  leave  an  institution  where 
classroom  visiting  prevailed;  that  the  tendency  would  be 
to  apply  to  university  teaching  and  college  teaching  the 
mechanical  tests  worked  out  for  elementary  and  secondary 
teaching;  that  better  teachers  will  develop  even  under 
administrative  neglect  than  under  administrative  nag- 
ging- 

For  classroom  visiting  there  is  equally  emphatic  demand. 
President  Butler  of  Columbia  says  that  poor  teaching  in 
universities  is  due  in  large  part  to  the  "  bad  tradition  which 
so  largely  prevents  the  inspection  and  supervision  of  the  work 
of  young  teachers  by  their  elders."  Professor  Barrett 
Wendell  declares  that  professional  standards  are  higher  in 
French  universities  than  in  America  and  that  even  rectors 


Need  for  Classroom  Visiting  255 

of  French  universities  are  "  objects  of  a  supervision  as  close 
as  that  applied  to  their  subordinates  of  whatever  rank." 
This  supervision,  he  says,  is  obtained  "  by  reports  supple- 
mented by  field  visits  and  classroom  observations."  Many 
college  departments,  especially  in  science,  have  young  in- 
structors visited  while  at  work  with  students  in  laboratory, 
recitation,  lecture,  or  quiz.  Checking  instruction  by  later 
progress  of  students  in  other  studies  outside  college  is  check- 
ing too  late  at  too  long  range. 

What  the  catalog,  syllabus,  instructor,  or  instructor's  suc- 
cessor says  about  a  course  will  obviously  present  fewer  op- 
portunities to  help  the  instructor  than  will  what  the  instruc- 
tor and  students  do  while  the  course  is  being  given.  With- 
out more  knowledge  about  work  done  in  classrooms  than  is 
frequently  possessed  by  departments  in  colleges  there  is  little 
encouragement  to  be  a  first-class  teacher.  Absence  of 
knowledge  about  classroom  efficiency  means  failure  to  dis- 
tinguish degrees  of  teaching  ability, —  great,  medium,  lit- 
tle. This  means  that  superiority  competes  with  mediocrity 
and  inferiority  in  the  dark,  with  the  result  that  superiority 
is  not  encouraged.  Any  college  which  fails  to  discover  in- 
efficiency will  also  fail  to  discover  and  reward  efficiency. 
Incidentally  any  president  or  dean  will  be  greatly  helped  in 
understanding  his  own  problems  and  opportunities  if  he  goes 
to  classrooms  for  the  good  such  visiting  will  do  himself.  If 
helpfulness  rather  than  appraisal  is  the  purpose  of  survey 
or  self-survey,  the  reasons  against  classroom  visiting  lose 
force  and  the  reasons  for  such  visiting  gain  force. 

Whatever  may  be  possible  or  expedient  for  an  outside 
survey,  it  is  clear  that  a  self -survey  will  include  observations 
of  classroom  instruction.  Colleagues  will  visit  one  another. 
Subordinates  will  visit  superiors  for  inspiration  and  for 
credit.  Older  men,  out  of  friendship  or  when  officially  dele- 
gated, will  visit  younger  men.  Deans  will  visit  to  keep 
themselves  in  touch  and  to  be  sure  that  they  are  backing  the 
right  man  or  not  acting  from  insufficient  knowledge  when 
proposing  dismissal,  promotion,  or  salary  increase.  Special 
committees  will,  under  instruction  from  the  faculty,  visit 


256     Self -Surveys  by  Colleges  and  Universities 

classes  as  a  means  of  answering  questions  which  are  agreed 
upon  in  advance  as  essential  to  discovering  what  and  how 
instruction  is  given.  Special  inquiries  will  be  made  to  settle 
controversies  or  to  test  proposals  for  changing  educational 
methods.  Alumni  will,  with  consent  of  faculty  or  from  out- 
side pressure,  visit  classes. 

For  state-supported  institutions  the  special  survey  will  un- 
doubtedly find  it  necessary  to  answer  questions  about  in- 
struction with  facts  gained  by  observing  instruction.  The 
presidents  of  three  Ohio  universities  visited  classes  with 
Director  H.  L.  Brittain  of  the  Ohio  survey  and  marked  the 
facts  observed  on  the  survey  card.  Five  instructors  of  the 
department  of  education  began  visiting  with  the  University 
of  Wisconsin  survey. 

When  classes  are  observed,  shall  surveyors  report  what 
they  see  or  what  they  think  about  it? 

Experience  in  supervising  everywhere  else  answers  that 
only  when  supervisors  state  the  fact  base  of  their  judgment 
is  their  judgment  accepted.  On  the  other  hand,  if  surveyors 
state  what  they  see  in  class  it  will  usually  not  be  necessary 
to  say  what  they  think  about  it.  The  type  of  fact  to  be 
noted  uniformly  when  visiting  classes  can  be  worked  out  and 
agreed  upon  in  advance  by  surveyor  and  surveyed. 

Averages  and  net  balances  will  be  avoided.  The  com- 
mendable will  not  be  balanced  against  the  uncommendable 
in  an  effort  to  see  which  appears  oftenest.  Averaging  ex- 
cellent with  deficient  is  worse  than  useless,  because  it  mis- 
leads responsible  officers  and  leads  to  inaction  where  facts 
standing  out  by  themselves  would  lead  to  action.  A  char- 
acteristic or  habit  or  defect  that  interferes  with  instruction 
needs  attention,  no  matter  how  many  other  habits  make  for 
successful  instruction.  Every  weak  point  will  be  separately 
listed  for  the  opportunity  it  presents  to  be  of  help  and  to 
remove  obstruction  to  efficiency.  Every  strong  point  will 
be  listed  as  solid  ground  upon  which  to  build. 

Whether  excellences  are  of  personality,  subject  matter, 
method  of  presentation,  or  method  of  conducting  classes  is 
an  important  question  of  fact,  which  will  be  lost  sight  of 


Personality  Chart  for  'College  Teachers       257 


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258     Self -Surveys  by  Colleges  and  Universities 

where  questions  regarding  each  of  these  elements  of  class- 
room instruction  are  not  analyzed  separately. 

If  the  person  visited  is  shown  the  report  of  the  visit,  one 
of  three  things  will  result:  (i)  The  instructor  will  admit 
that  the  description  is  accurate;  (2)  the  reporter  will  accept 
slight  modifications  because  of  facts  submitted  by  the  in- 
structor; (3)  a  further  visit  will  be  shown  necessary  by  the 
instructor's  refusal  to  admit  that  the  statement  of  facts  is 
substantially  correct.  Self -surveyors  will  always  have  time 
to  make  a  second  or  third  or  tenth  visit. 

Whenever  possible  the  surveyor  should  report  to  the  sur- 
veyed, immediately  after  the  visit,  what  is  observed. 
Many  successful  supervisors  make  carbon  copies  of  their 
notations  and  hand  or  send  these  to  teachers  whose  classes 
they  observe.  Where  facts  clearly  show  that  an  instruc- 
tor needs  help,  the  sooner  that  help  is  given  the  better.  If 
an  instructor  agrees  to  the  facts,  he  will  ask  questions  and 
gladly  receive  suggestions,  oftentimes  before  the  surveyor 
leaves  the  room. 

The  accompanying  questions  furnish  a  nucleus.  Within 
each  subject  a  separate  list  of  questions  is  needed.  Such  lists 
of  minimum  essentials  will  be  quickly  worked  out  after  col- 
leges generally  recognize  the  helpfulness  of  classroom  visi- 
tation, and  college  instructors  will  soon  have  "  high  spot " 
hand-books  of  best  practices  and  earmarks  of  efficiency 
against  which  to  check  their  own  material  and  method. 

While  waiting  for  surveys  by  others  each  instructor  may 
profitably  examine  his  own  workmanship  for  earmarks  sug- 
gested by  the  following  questions : 

1.  Am  I  heard  . . .  and  understood  ...  or  do  I  mumble 
. . . ,  talk  like  a  whirlwind  ...  or  befog  . . .  ? 

2.  Do  I  speak  and  require  correct  English  . . .,  inde- 
pendent thinking  . . . ,  and  straight  reasoning  . . .  ? 

3.  Are  my  lectures,  illustrations,  questions,  and  labora- 
tory demonstrations  up-to-date,  leavened  with  current 
events  ...  or  "  cold  mutton  gravy  "  . . .  ? 

4.  Do  I  prepare  myself  adequately  for  meeting  students  ? 
Y..       N.. 


2 5  Tests  of  Teaching  259 

5.  Is  my  plan  well  organized  ...  or  do  I  "  ram-ble,  ram- 
ble, ram-ble  round  the  town  " . . .  ? 

6.  Do  I  make  technical  terms  clear  ...  or  revel  in  ob- 
scurity . . .  ? 

7.  Do  I  make  dogmatic  statements  ...  or  support  as- 
sertions with  facts  . . .  ? 

8.  Do  I  adapt  subject  matter  to  the  purpose  of  my 
course?     Y. . .     N... 

9.  Do  I  invite  questions  and  discussion  by  students? 
Y...     N... 

10.  Do    I    receive    student    responses   sympathetically? 
Y. . .     N. . .     What  is  my  reputation  as  a  teacher 
among  students  ? 

11.  Do  I  address  a  question  first  to  the  whole  class  . . . 
or  only  to  the  particular  student  ...  I  want  to  an- 
swer it  ?     Do  I  habitually   . . .   and  needlessly   . . . 
repeat  student  answers  ? 

12.  Does  my  questioning  lead  to  adequate  responses  ...  or 
to  monosyllables  . . .  ? 

13.  Do  I  fail  to  make  instruction  concrete;  i.e.,  do  I  apply 
and  have  applied   .  . . ,  or  just  talk  about   . . . ,  the 
Courtis  tests? 

14.  Do    I    require   preparation    by    students    . . .  ?     Or 
am  I  their  slavey  preparing  predigested   food   for 
them  . . .  ?     Am  I  a  high  ...  or  low  . . .  marker  ? 
Am   I   considered   thorough   and   exacting?     Y. . . 
N... 

15.  Do  I  hold  attention  when  talking  and  questioning 
Y . . .   N . . .  ?     How  many  of  each  class  go  wool- 
gathering or  give  apparently  forced  attention  ? 

1 6.  Do  I  use  class  time  fully  and  profitably?     Y. . . 
N... 

17.  Do  I  teach  foreign  languages  via  use;  i.e.,  via  speak- 
ing them  and  requiring  students  to  use  them  ?     Y . . . 
N. . . 

1 8.  Do  I  quiz  ...  or  lecture  ...  or  just  talk  ...  in  quiz 
time? 

19.  Do  I  know  my  students  by  name?     Y . . .     N . . . 


260     Self -Surveys  by  Colleges  and  Universities 

20.  Do  I  know  enough  about  each  student  to  tell  whether 
he  is  benefiting  from  my  course  ?     Y . . .     N ... 

21.  Is  my  specialization  or  research  reflected  in  my  in- 
struction?    Y...     N... 

22.  Do  I  subordinate  the  first  personal  pronoun  ...  or 
do  I  explain  Browning  in  terms  of  my  own  writing 

23.  Do  I  capitalize  the  student's  experience;  i.e.,  hitch 
or    try    to   hitch    my    star    to   his    wagon  ?     Y . . . 
N... 

24.  Do  I  exclude  irrelevant  material  and  subjects  from 
my  own  or  students'  discussions  . . .  ?     Or  do  I  re- 
quire disserviceable  and  wasteful  reading  and  note 
taking  like  the  "  busy  work "  given  to  elementary 
pupils  . . .  ? 

25.  What  specific  evidences  are  there  that  students  are 
assimilating  what  I  give,  using  independently  what  I 
do,  growing  as  the  result  of  my  work  with  them,  do- 
ing their  own  thinking? 

To  the  foregoing  list  every  college  faculty  and  every  de- 
partment will  want  to  add  several  other  questions.  Each 
instructor  will  find  that  each  question  asked  about  himself 
prompts  several  other  questions. 

The  present  generation  of  college  instructors  need  have 
no  fear  that  self -analysis  will  breed  morbid  self -conscious- 
ness. 

If  in  a  particular  college  public  sentiment  has  not  yet 
called  for  a  survey  of  instruction,  the  faculty  may  at  least 
welcome  a  list  such  as  the  above  for  self -survey  in  each 
instructor's  sanctum  sanctorum. 

Commenting  upon  the  foregoing  section,  Dean  E.  E.  Jones 
of  Northwestern  wrote  the  following: 

"  Nothing  would  be  more  profitable  to  university  instruction 
than  a  score  card  of  instruction  which  would  be  at  least  as  accu- 
rate as  the  score  cards  used  by  schools  of  agriculture  for  meas- 
uring steers  or  hogs." 

To  illustrate  the  disadvantages  of  a  score  card  which 


Helping,  not  Scoring  261 

gives  numerical  values  rather  than  degrees,  we  reproduced 
in  Self -Surveys  by  Teacher -Training  Schools  (pp.  84-86) 
the  codification  for  teacher's  efficiency  formerly  used  by  the 
Connecticut  state  board  of  education.  Similar  score  cards 
have  been  tried  elsewhere.  Connecticut  abandoned  the  nu- 
merical rating  because  Secretary  Charles  D.  Hine  found  that 
supervisors  and  teachers  alike  were  more  concerned  about 
the  final  total  than  they  were  about  the  specific  weaknesses 
disclosed  by  the  scoring. 

Scoring  products  —  steers  and  hogs  or  bread  and  pump- 
kins —  is  scientific  because  the  motive  is  to  decide  which  is 
superior  from  the  standpoint  of  the  dollar  market.  Scoring 
methods  cannot  be  scientific  wherever  it  forgets  that  the 
purpose  of  scoring  is  not  to  discover  superiority  or  relative 
ranking  of  several  teachers  but  to  discover  specifically  where, 
if  at  all,  each  teacher  can  be  helped  by  herself  and  by  her 
supervisors  to  improve  her  product  via  improvement  in  her 
method.  That  is  the  reason  why  throughout  this  book  effort 
has  been  made  to  warn  administrators  against  numerical 
rating  of  processes  and  persons. 

In  addition  to  the  elements  of  instruction  above  specified, 
the  self -survey  or  will  do  well  to  note  the  following  facts 
with  respect  to  college  instruction.  The  first  day  of  the 
semester  is  included  to  bring  out  the  manner  of  introduc- 
ing courses  and  instructors  to  students. 

1.  Class  opened Dismissed teacher  tardy  —  yes. ..  .no. .. . 

2.  Were    students    in    class    who    had    not    registered?     Yes..  (How 
many....)     No.... What   notice   was   taken   of   unregistered    stu- 
dents   

3.  Did  the  semester's  work  actually  start  —  yes no 

4.  Teacher's    description    of   course  —  Whole    course  —  yes. . .  .no. . . . 

beginning. ..  .yes no clear   —   yes. ..  .no. ..  .inspirational  — 

yes no 

5.  Time  spent  in  opening  instrc'ns Clear  —  yes. .  .no.  ..necess'y  — 

yes. . . .no. . . . 

6.  Could  opening  instructions  have  been  given  more  economically  — 
yes. . .  .no. . .  .How 

7.  Time  spent  in  repetition  of  previous   instructions  —  none.... min- 
utes     

8.  Would   absent   student  be   handicapped   next   day  —  yes no 

9.  Assignment    for    next    lesson  —  yes no definite. . .  .indefinite 

too  much reasonable too  little 


262     Self -Surveys  by  Colleges  and  Universities 

10.  Personal   relations   with   students:    Did   teacher   offer   to   help  — 

yes. ..  .no. . .  .How  many  students  asked  questions  during  class 

after  class 

11.  Was  yesterday's  assignment  followed  up  —  yes no adequately 

partially 

12.  At  what  disadvantage  were  students  who  were  not  present  yes- 
terday ? 

13.  Type  of  lesson  —  Written  —  none all part Lecture  — none 

all part Topical  —  none all part Question 

none few many. . .  .too  many. . .  .Per  cent  time  used  by  teacher 

. . .  .by  students 

14.  Mood  in  which   students   left   class  —  interested careless 

happy worried 

15.  Did  the  class  get  enough  to  pay  them  for  the  time  spent  —  yes.... 
no 

16.  Does  the  size  of  classroom  fit  the  size  of  the  class  —  yes no. .. . 

Vacant    seats number    standing or    uncomfortably 

seated 

93.    Supervision  of  Instruction 

Apart  from  visiting  instructors  while  they  are  at  work 
with  students,  there  are  several  other  methods  of  helping 
them  do  what  their  college  and  department  expect  of  them. 

The  word  "  supervision  "  has  gained  an  unsavory  repu- 
tation, not  so  much  for  anything  that  has  happened  in  col- 
leges as  for  the  conduct  of  certain  supervisors  in  lower 
schools.  On  one  of  the  visits  which  led  to  High  Spots  in 
New  York  Schools  I  was  so  impressed  with  some  English 
work,  oral  and  written,  that  I  asked  the  principal  if  his  dis- 
trict superintendent  had  seen  it  and  had  asked  other  teachers 
in  the  district  to  observe  it.  The  principal  took  me  aside 
so  that  the  teacher  would  not  hear  and  replied :  "  Now 
that  you  ask  me  I  will  tell  you  frankly  what  happened.  The 
district  superintendent  saw  practically  what  you  have  seen, 
and  then  lit  into  this  teacher  like  a  ton  of  brick  because 
several  of  the  pupils'  papers  had  not  in  the  upper  right-hand 
corner,  underscored,  as  per  order,  the  writers'  names." 

American  colleges  are  afraid  that  supervision  which  goes 
beyond  informal  conferences  and  friendly  talk  will  degen- 
erate into  fault-finding,  venting  spite,  and  playing  favorites. 
While  in  theory  one's  reputation  with  other  instructors  for 
whose  work  students  are  prepared  constitutes  a  form  of 
supervision,  in  fact  few  colleges  have  systematized  this  test. 


Kinds  of  Helpful  Supervision  263 

Among  the  many  ways  of  helping  the  young  instructor 
while  protecting  the  college  against  defective  planning  or 
execution  the  surveyor  should  look  for  those  mentioned 
on  pages  258  ff.  Other  methods  of  supervision  include 
these : 

1.  The  department  head  goes  over  first  draft  of  courses 
planned,  raises  questions,  makes  suggestions,  and  re- 
views the  final  draft. 

2.  Where  several  instructors  are  giving  the  same  course 
to  different  sections,  they  compare  notes  as  to  plans 
and  as  to  current  results  as  reflected  in  examinations, 
term  papers,  attendance,  etc. 

3.  Under  the  departmental  system  one  man  is  held  re- 
sponsible for  the  course  and  for  ascertaining  through 
conferences,  tests,  examination  papers,  etc.,  how  his 
co-instructors  are  carrying  out  the  plan  they  helped 
him  make  or  for  which  he  is  administratively  re- 
sponsible. 

4.  Where  a  number  of  instructors  are  guiding  the  read- 
ing and  conducting  the  quizzes  for  lectures  given  by 
another  instructor,  conferences  are  held  and  notes 
compared.     In  a  laboratory  course  the  conductor  of 
the  course  will  generally  inspect  laboratory  work. 

5.  Departmental  lunches  are  held  for  informal  discus- 
sion or  review  of  plans;   for  correlating  different 
courses ;  for  promoting  team  work ;  for  encouraging 
younger  men,  enveloping  them  in  the  spirit  of  the  de- 
partment and  drawing  them  out  as  to  difficulties 
which  older  men  or  other  younger  men  have  success- 
fully met. 

6.  Much  is  done  personally  by  colleagues  to  make  the 
new  instructor  feel  at  home  and  to  take  up  delicately 
with  experienced  instructors  any  difficulties  which 
come  to  the  attention  of  colleagues. 

7.  Instructors  from  different  departments  having  com- 
mon problems  meet  to  discuss  them. 

8.  Deans  learn  through  advisers  and  through  failures  or 


264     Self -Surveys  by  Colleges  and  Universities 

complaints  of  students  of  difficulties  that  need  atten- 
tion. 

9.  General  faculty  meetings  consider  new  methods  em- 
ployed elsewhere,  as  the  preceptorial  system  at  Prince- 
ton and  Bowdoin  or  the  cooperative  system  at  Cincin- 
nati. 

10.  Printed  instructions  and  syllabuses  help  out-of -class 
supervision  and  contain  points  with  which  to  check 
what  happens  in  classes. 

Whether  these  steps  are  definite,  specific,  personal,  con- 
tinuous, and  cumulative  is  for  surveyors  to  answer.  It  is 
not  enough  to  record  paper  plans  for  supervision.  It  is 
supervision  that  gets  to  the  individual  instructor  which 
counts,  just  as  it  is  the  instruction  which  gets  to  the  in- 
dividual student  which  counts. 

94.    Supervision  of  Classroom  Instruction 

An  individual  who  sets  out  to  survey  the  efficiency  of  col- 
lege instruction  takes  his  life  in  his  hands.  Experience 
proves  that  it  is  just  as  unpleasant  to  have  one's  teaching 
investigated  by  an  insider  as  by  an  outsider.  Since,  how- 
ever, colleges  exist  for  instruction,  college  surveys  can 
hardly  ignore  instruction.  Shall  they  survey  the  things  that 
have  to  do  with  instruction  or  shall  they  survey  instruction 
itself? 

No  objection  will  be  urged  to  asking  questions  about  in- 
struction like  these : 

1.  What  is  the  course  of  study?     Does  the  catalog  sat- 
isfactorily describe  it? 

2.  What  is  the  range  of  teachers'  salaries? 

3.  What  is  the  reputation  of  the  college  for  instruction 
as  shown  by  efforts  of  other  colleges  to  secure  in- 
structors and  by  within-college  reputation  of  indi- 
vidual instructors? 

4.  How  are  instructors  selected? 

5.  How  do  departments  help  younger  men  and  supervise 
their  planning  and  giving  of  courses? 


Questions  or  Notes  265 

For  Questions  or  Notes  by  the  Reader 


266     Self -Surveys  by  Colleges  and  Universities 

6.  What  is  the  reputation  of  the  faculty  for  scholarship 
as  shown  by  research  and  books  and  prestige  in  sci- 
entific societies? 

7.  What  is  the  success  in  other  colleges  of  our  students 
who  leave  after  or  before  graduation? 

8.  Is  the  faculty  overworked  ?     Y . . .     N...     ? . . . 

9.  Are  classes  too  large  ?     Y...     N...     ?... 

10.     Do    requirements    for   admission    and   continuance 
guarantee   students  able  to  do  the   work?     Y... 


ii.  Are  equipment  Y...  N...,  facilities  Y. . .  N...t 
and  living  conditions  Y. . .  N. . .,  favorable  to  effi- 
cient instruction? 

Every  one  of  these  questions  should  be  answered  by  special 
surveys  and  self -surveys,  whether  or  not  there  is  classroom 
observation.  Affirmative  answers,  however,  will  not  mean 
that  instruction  is  efficient  or  even  moderately  satisfactory. 
All  the  surrounding  elements  may  be  conducive  to  the 
highest  grade  instruction  and  still  students  get  little  or 
nothing  from  a  given  course.  Whether  the  thing  which  the 
students  get  is  to  be  observed  or  taken  for  granted  is  one 
of  the  major  questions  now  before  American  colleges. 

95.     The  Student  Adviser 

Temporarily  colleges  are  conceding  that  the  individual  in- 
structor cannot  reasonably  be  expected  to  know  either  what 
other  work  his  students  are  taking  or  why  they  limp  and 
halt  in  his  work,  therefore  the  official  adviser,  student  ad- 
viser, or  class  officer  who  is  made  a  "  clearing  house  "  for 
all  facts  regarding  a  small  group  of  students.  For  this 
extra  service  colleges  usually  pay  nothing  in  dollars  or  in 
credit ;  the  University  of  Illinois  pays  $50. 

Among  duties  of  successful  advisers  are  found  these: 

I.     At  registration  time: 

i.     To  interpret  regulations  and  alternatives;  to  help  stu- 
dents elect  studies  with  a  view  to  future  courses  as 


Helping  Advisers  Help  Students  267 

well  as  present  interest;  to  explain  how  deficiencies 
may  be  made  up  or  irregularities  adjusted. 

2.  To  prevent  ill-advised  electives. 

3.  To  give  information  and  advice  as  to  outside  activ- 
ities. 

4.  To  see  that  registration  blanks  are  correctly  filled 
out. 

5.  To  give  help  on  purely  personal  matters,  such  as  how 
to  look   for   rooms;   why  to  attend   convocations; 
where  to  find  information. 

6.  To  get  acquainted  with  new  students  and  help  them 
feel  at  home. 

II.     Between  registration  times: 

1.  To  hold  regular  office  hours. 

2.  To  see  every  advisee  within  a  fortnight. 

3.  To  review  class  cards. 

4.  To  act  promptly  upon  reports  from  instructors  that 
work  is  unsatisfactory. 

5.  To  ask  instructors  what  the  trouble  is. 

6.  To  get  in  touch  and  keep  in  touch  with  parents. 

7.  To  ask  the  help  of  parents  and  high-school  principals. 

There  is  many  a  slip  'twixt  adviser's  program  and  ad- 
viser's practice.  Where  unsupervised,  the  adviser  system  is 
apt  to  become  a  mere  formality  or  nuisance  to  both  faculty 
and  students.  Unless  the  weakest  adviser  is  provided  with 
and  instructed  to  follow  the  methods  employed  by  the 
strongest  adviser,  a  college  will  deal  quite  inequitably  with 
its  students.  Even  where  deans  cannot  personally  see  stu- 
dents, as  Dean  Keppel  finds  possible  with  over  1200  Co- 
lumbia College  students,  deans  can  exact  from  all  a  pro- 
cedure that  will  include  minimum  essentials  while  still  pro- 
viding unlimited  differentiation  above  minimum  essentials. 
Several  devices  and  practices  are  listed  in  Record  Aids  in 
College  Management  which  are  equally  helpful  to  instructor 
and  adviser. 

The  self-surveyor  will  do  well  to  see  whether  advisers  and 


268     Self -Surveys  by  Colleges  and  Universities 

instructors  acting  as  advisers  to  their  own  students  are  bene- 
fiting from  best  practices. 

1.  May  a  student  change  his  adviser  for  good  reason? 
Where  possible  may  advisee  choose  adviser  and  ad- 
viser choose  advisees? 

2.  Are  advisers  fitted  to  students ;  i.e.,  are  advisees  given 
preferably  to  advisers  with  whom  they  have  class 
work?     Is  the  same  adviser  continued  through  two 
lower-class  and  two  upper-class  years? 

3.  Is  the  confidential  information  which  is  obtained  re- 
garding freshmen  from  preparatory  school  or  par- 
ents made  available  to  and  used  by  advisers  at  first 
registration  time?     Y . . .     N. . .     ? . . . 

4.  Are  advisers  given  written  instructions  as  to  their 
duties  ? 

5.  What  meetings  have  they  before  or  after  registration  ? 

6.  Are  advisers  furnished  with  a  codification  of  ques- 
tions previously  raised,  with  proper  answers  ? 

7.  Have  the  catalogs  and  announcements  anticipated  stu- 
dent questions,  thus  reducing  to  the  minimum  ques- 
tions left  for  advisers  to  answer  ? 

8.  How  is  the  way  they  answer  questions  observed  ? 

9.  Is  adviser  furnished  with  cards  for  recording  the 
minimum  of  information  regarding  each  advisee,  in- 
cluding substance  and  results  of  conferences? 

10.  Are  teachers  furnished  blanks  with  which  it  is  easy 
for  them  to  send  important  information  before  it  is 
too  late  to  prevent  student  failure?  One  college 
sends  the  following  questions  to  an  instructor  regard- 
ing a  student  found  weak  in  his  subject : 

a.  Do  you  think  student  was  properly  prepared 
for  your  subject? 

b.  Has  he  attended  class  regularly? 

c.  Has  he  explained  absence  from  his  class  ? 

d.  Do  you  know  whether  or  not  he  has  been  do- 
ing outside  work  for  his  support  ? 

e.  Do  you  know  whether  or  not  he  has  been  in- 
terested in  outside  activities? 


12  Criticisms  of  Adviser  System  269 

f.  Has  he  seemed  to  be  interested  in  your  subject? 

g.  Has  he  prepared  work  assigned  to  him  from 
day  to  day? 

h.     Have  his  recitations  been  satisfactory? 
i.     Has  he  failed  to  pass  most  of  the  quizzes  ? 
j.     Does  he  lack  ability? 
k.     Is  he  a  student  who  should  be  given  a  chance  to 

continue  at  the  university  ? 
1.     Have  you  any  suggestions  to  make  concerning 

the  student  ? 

1 1.  Are  parents  notified  where  students  excel  Y . . .  N. . . 
and  when  students  begin  to  stumble  ?     Y . . .     N . . . 

12.  Has  the  dean  a  central  record  which  shows  who  are 
the  advisers  and  who  the  advisees,  thus  locating  the 
responsibility  definitely  and  promptly? 

13.  How  much  time  is  given  by  advisers  to  students  at 
first  meeting ?    Is  it  enough?    Does  it  vary  with  dif- 
ferent types  of  student?     F. . .     N. . . 

14.  How  is  adviser  work  supervised  and  checked;  i.e., 
who  learns  if  adviser  enforces  rules  regarding  the 
early  return  of  students  to  him,  or  how  promptly,  or 
how  effectively  the  adviser  acts  upon  receiving  word 
of  advisee's  difficulties  ? 

15.  Is  the  adviser  system  or  adviser  principle  used  in 
summer  sessions  ?     Y .  . .     AT ... 

1 6.  What  step  is  taken  to  codify  the  experience  of  ad- 
visers so  that  deficiencies  or  difficulties  of  catalog,  an- 
nouncement, college  discipline,  living  conditions,  in- 
structor dealings  with  students,  etc.,  may  be  made 
available  to  the  college  management? 

17.  Is  the  net  effect  of  the  adviser  system  an  increase  . . . 
or  a  decrease  ...  in  the  individual  instructor's  sense 
of  responsibility  for  knowing  what  his  students  have 
to  give  and  do  give  to  his  subject  ? 

The  following  criticisms  were  made  by  one  faculty  of  its 
adviser  system.     Do  they  apply  to  your  college  ? 

i.     Relations  are  mechanical  where  they  should  be  highly 
personal.     Y...     N...     f... 


270     Self -Surveys  by  Colleges  and  Universities 

2.  There  are  too  many  advisees  for  each  adviser.     Y . . . 
N...     f... 

3.  Too  many  young  instructors  are  used.     Y. . .     N . . . 
? . . . 

4.  Unsuccessful    advisers    are    required    to    continue. 
Y...     N...     ?... 

5.  Advisers  are  given  students  who  are  not  in  their 
classes.     Y...     N...     f... 

6.  Advisers  are  ignorant  of  facts  necessary  to  intelligent 
advice.     Y . . .     N . . .     ? . . . 

7.  Advisers'  offices  are  too  small.     Advisees'  right  to 
privacy  is  violated.     Y . . .     N . . .     f . . . 

8.  Advisers  have  too  much  other  work.     Y. . .     N. . . 
f... 

9.  Advisers  do  not  meet  advisees  often  enough.     Y . . . 
N...     ?... 

10.  Too  little   attention  is  given  to   freshmen.     Y... 
N...     ?... 

11.  Advisers  do  not  try  to  know  enough  of  aims,  grades, 
and  activities  of  advisees.     Y . . .     N . . .     ? . . . 

12.  Good  adviser  work  does  not  count  toward  promotion. 
F...     N...     f... 

96.    How  Classroom  Instruction  Was  Photographed  by  the 
University  of  Wisconsin  Survey 

Effort  was  made  to  have  university  surveyors  report  re- 
garding the  same  courses.  The  following  instructions  were 
talked  over  by  observers  and  supervisors  before  the  classes 
were  visited.  By  agreement  with  the  university,  classes 
for  training  teachers  were  selected  for  visit,  hence  the  at- 
tention to  child  background,  etc. 

i.     Shall  quality  of  instruction  be  judged  by  the  extent  to 
which 

a.  The  subject  matter  is  academic,  theoretical,  cul- 
tural —  studied  for  its  own  sake  ? 

b.  The  recitation  concerns  itself  with  an  applica- 
tion of  principles,  theories,  facts  of  child  nature 


Classroom  Instruction :  A  nalysis  27 1 

and  education  to  actual  school  and  classroom 
problems  ? 

c.  The  teaching  has  inspirational  value,  sets  up 
worth-while  ideals,  and  in  such  a  way  as  to 
create  a  strong  desire  in  students  to  want  to 
observe  child  life,  and  to  test  and  apply  prin- 
ciples of  education  in  actual  school  situations? 

d.  The  subject  matter  considered  and  the  method 
of  treatment  illuminate  and  explain  sources  and 
causes,  showing  the  influence  of  the  past  on 
the  present,  making  possible  an  intelligent  com- 
prehension of  present-day  educational  move- 
ments and  problems? 

e.  The  conduct  of  the  recitation  stimulates  pupils, 
arouses  interest,  awakens  emotions  and  respon- 
sive attitudes,  utilizes  past  experience  of  stu- 
dents,   results    in    worth-while   questions,    or 
whether  the  teaching  is  formal,  mechanical, 
lifeless,   largely   reproduction   of   words   and 
terms  which  seem  to  have  little  if  any  content 
in  students'  minds  ? 

f.  The  teaching  is  worthy  of  emulation  by  stu- 
dents in  their  future  work  as  teachers  in  the 
public  schools  ? 

g.  The  recitation  makes  good  use  of  the  time  — 
arrives;    is    fairly   complete,    leaving   certain 
clear,  definite  impressions  as  opposed  to  leav- 
ing questions  "  up  in  the  air/'  vague,  indefinite, 
and  unclear  ?     Does  the  recitation  "  kill  time  "  ? 

h.  The  conduct  of  the  recitation  makes  necessary 
careful,  painstaking  preparation  by  students? 
Does  the  teacher  do  the  reciting,  leaving  pu- 
pils passive,  indifferent,  bored? 

Note  i.  Every  conclusion  or  judgment  must  be 
supported  by  a  fact  basis;  that  is,  the  work 
seen  should  be  so  described  as  to  show  specific- 
ally what  led  to  the  conclusion  stated. 

Note  2.     All   statements  of   fact  regarding  any 


272     Self -Surveys  by  Colleges  and  Universities 

work  seen  will  be  submitted  for  verification  to 
the  one  whose  work  is  described. 
2.     While  getting  this  information,  is  it  feasible  to  note 

a.  The  type  of  recitation  —  extent  to  which  it  is 

1 i )  lecture  ? 

(2)  quiz? 

(3)  combination  lecture-quiz? 

(4)  topical? 

(5)  problem  inductive-deductive? 

(6)  other? 

b.  Questions  by  teacher  —  extent  to  which  they 

(1)  test   memory    (mainly  —  who,   what, 
where,  type)  ? 

(2)  test  judgment  (thought  provoking,  vi- 
tal —  how,  why)  ? 

(3)  are  leading  —  suggestive,  pumping? 

(4)  are  vague,  indefinite,  scattering,  repe- 
tition ? 

(5)  are  abstruse,   formal,  mechanical,  or 
concrete,  explicit,  intelligible  ? 

c.  Attitude  of  students  —  extent  to  which  they 

(1)  are  really  attentive,  interested? 

(2)  are  indifferent,  bored? 

(3)  are  delighted  to  be  in  the  class,  or  re- 
verse ? 

(4)  show  hearty  good  fellowship  with  the 
instructor,  or  reverse? 

d.  Class  management 

1 i )  Do  students  choose  their  own  seats,  or 
are  they  given  permanent  seats  ? 

(2)  Is  time  taken  at  each  meeting  for  roll 
call? 

(3)  Do  students  appear  to  be  called  upon 
in  a  certain  fixed  order  so  that  they 
know  when  they  will  recite  ? 

(4)  Is  time  taken  up  with  mere  mechanics 
of  class  work,  as  passing  out  papers, 


Classroom  Instruction:  Analysis  273 

etc.,  or  are  these  matters  cared  for 
without  taking  time  of  class? 
c.     Responses  of  students  —  extent  to  which  they 

1 I )  are  ready  and  hearty,  or  slow,  mechan- 
ical, unwilling? 

(2)  are  fluent,  coherent,  definite,  showing 
clear  thinking? 

(3)  are  fragmentary,  disjointed? 

(4)  show  definite,  careful  preparation  or 
skillful  development  by  instructor? 

(5)  appear  to  be  guesses — "stabbing"? 

f .  The  instructor  —  extent  to  which  he 

1 I )  gives  evidence  of  thorough  mastery  of 
his  subject? 

(2)  illuminates   with   illustrations   drawn 
from  experience  and  wide  observation 
of  school  work  and  school  conditions  ? 
Is  he  contributing  to  educational  prog- 
ress in  the  state  and  country  ?     How  ? 

|(3)  is  resourceful  in  adapting  his  work  to 
reactions  of  students,  as  against  for- 
mal program,  regardless  of  students5 
reactions  ? 

(4)  is  ready  in  expression,  able  to  use  dy- 
namic, effective  language  ? 

(5)  has  a  sense  of  humor,  and  is  skillful 
in  employing  same  in  conduct  of  class  ? 

(6)  has  dignity  without  formality,   force 
and  power  without  harshness,  courtesy 
and  sympathy  without  partiality  ? 

(7)  is  vital,  effective,  a  leader,  or  opposite? 

g.  Lesson  assignment  —  is  it 

(i)  definite,  clear? 

( 2  )  formal  —  from  textbook  ? 

(3)  by  topics  or  problems? 

(4)  hastily  made  at  dismissal? 

(5)  omitted? 


274     Self-Surveys  by  Colleges  and  Universities 

h.     Results 

1 i )  What  was  accomplished  in  recitation  ? 

(2)  What  seemed  to  be  the  frame  of  mind 
of  students  when  they  left  classroom  ? 

97.    Personality  of  Instructor 

Only  a  small  part  of  the  world's  teaching  is  done  in  col- 
leges. Only  an  infinitesimal  fraction  of  men  are  at  any  time 
in  the  position  where  they  are  not  both  giving  and  receiving 
instruction.  Foremen  are  instructors  as  well  as  bosses. 
Corporation  presidents  are  instructors  as  well  as  managers. 
Successful  salesmanship  is  based  upon  successful  instruction. 
It  is  no  more  true  of  college  instruction  than  of  any  other 
vocation  that  personality  is  an  important  if  not  a  determin- 
ing factor  in  success. 

What  and  how  information  reaches  the  student  cannot  be 
separated  from  the  instructor's  personality,  but  that  does  not 
mean  what  many  collegians  assert,  that  because  personality 
cannot  be  literally  measured  instruction  cannot  be  described. 

The  first  few  times  one  is  told :  "  Oh,  you  can't  measure 
personality,  for  that  is  undefinable,  immeasurable,  untest- 
able,  vague,  indefinite,  spiritual,  etc.,"  one  subsides  abashed 
and  apologetic.  Eventually  the  mind  rebels  and  asks: 
"  But  is  it  true  that  personality  is  the  hardest  thing  in  the 
world  to  test  ?  Why  can't  it  be  described  ?  "  The  surveyor 
will  be  surprised  at  what  will  happen  if  he  timidly  asks  when 
told  that  of  course  personality  is  an  intangible,  incorporeal 
quality :  "  What  is  there  about  a  man  that  you  judge 
quicker  than  his  personality?  Does  not  personality  dis- 
close itself  in  less  time  than  either  grasp  of  subject  or  teach- 
ing technique  ?  " 

If  personality  can  win  appointment,  promotion,  dismissal; 
if  it  makes  one  such  a  good  fellow  that  his  time  is  wasted  in 
good  fellowship;  if  it  causes  students  to  flock  to  or  from 
an  instructor's  courses ;  if  it  draws  students  like  a  magnet  for 
conference;  if  it  drives  them  away  like  a  sign  marked  "  third 
rail";  if  it  wins  confidence;  if  it  compels  and  expresses 
thoroughness;  why,  pray,  is  it  impossible  to  describe  it? 


Instructor  Personality  Analysed  275 

Minnesota  notes  each  instructor's  special  aptitudes,  kinds  of 
student  attracted,  reputation  for  teaching  with  faculty  and 
students,  whether  high  or  low  marker.  As  Record  Aids  in 
College  Management  shows,  many  colleges  are  rinding  it  pos- 
sible to  factor  student  personality.  Why  is  instructor  per- 
sonality undecipherable  ? 

If  it  were  necessary  to  concede  that  describing  personality 
is  impossible,  there  would  still  remain  the  possibility  of  de- 
scribing the  effect  of  teachers'  personality  upon  students. 
The  number  of  students  who  go  to  sleep  or  look  out  of  the 
window  or  whisper  can  be  counted ;  an  indefinite  or  imperti- 
nent answer  can  be  copied ;  rudeness  begotten  by  rudeness  or 
sympathy  begotten  by  sympathy  is  easily  described. 

There  are  just  two  hard  things  about  describing  person- 
ality; wanting  to  describe  it,  and  trying  to  describe  it 
in  terms  of  appraisal,  evaluation,  or  judgment.  Describing 
personality  has  been  found  possible  and  scientific  by  histo- 
rians, library  reviewers,  and  political  reporters.  What  men 
can  do  out  of  college  about  people  out  of  college  men  in 
college  can  do  about  one  another  and  themselves. 

So  long  as  self -surveyors  aim  to  secure  facts  that  will  not 
be  denied  and  facts  that  will  help  the  instructor  and  the  col- 
lege personality,  surveys  need  not  be  feared.  Many  thou- 
sands of  the  "  personality  camera  "  card  on  page  257  have 
been  used  by  principals  and  teachers. 

Unless  there  is  something  about  the  business  of  instruct- 
ing college  students  that  draws  a  deadline  beyond  which  per- 
sonality can  no  longer  improve,  then  it  will  pay  college  in- 
structors to  analyze  their  personality  and  to  ask  help  from 
colleagues  and  superiors  in  making  and  in  using  such  analy- 
sis. Nothing  could  be  more  unfair  than  for  colleges  to  let 
picked  men  mistake  personality  weaknesses  for  signs  of  cul- 
ture or  genius  and  choke  or  dwarf  personality's  strong  points 
for  want  of  pruning  and  weeding. 

Whatever  objection  there  is  to  having  a  committee  tell 
Professor  M  of  personality  weaknesses  disclosed  before 
classes  cannot  apply  to  handing  Professor  M  a  looking  glass 
in  the  form  of  a  list  of  personality  weaknesses  with  which  to 


276     Self -Surveys  by  Colleges  and  Universities 

check  himself.  Such  a  list  was  used  by  David  E.  Berg  when 
preparing  Personality  Portraits  of  72  College  Instructors, 
some  of  whom  were  visited  only  once,  most  of  them  three 
times  or  more.  Although  Mr.  Berg's  personality  descrip- 
tions teem  with  direct  quotations  from  lectures  or  questions, 
his  motive  in  making  these  portraits  was  to  test  the  claim 
that  because  personality  defies  description  classroom  visiting 
is  futile.  With  his  permission  the  personality  elements  listed 
on  pages  277  to  280  are  commended  to  self -surveyors. 

As  suggested  elsewhere,  more  attention  by  college  in- 
structors to  instructor  personality  and  to  teaching  efficiency 
will  hasten  the  ability  and  willingness  of  the  public  to  in- 
crease salaries  and  facilities  for  college  instruction. 

Intelligent  conservation  of  intellectual  and  teaching 
powers  calls  for  such  personality  aids  as  this :  President  A 
wrote  to  a  sister  university  about  Professor  B  and  was  told 
that  Professor  B  was  a  man  of  unusual  power  as  student  and 
teacher  but  that  he  had  an  unfortunate  and  unusual  pitch  of 
voice  that  made  him  appear  weak  and  unpleasant.  "  Well 
met,"  said  President  A,  "  this  is  a  fine  chance  to  test  our  new 
voice  clinic.  If  Professor  B  is  willing  to » help  we  will 
gladly  give  him  a  year  to  remove  this  obstacle  to  his  ad- 
vancement." Within  a  few  months  both  the  clinic  and  Pro- 
fessor B  had  proved  their  worth. 

Mens  sana  in  sano  corpore  is  the  faculty's  justification  for 
compelling  a  minimum  of  health  signs  and  vitality  for  every 
student.  To  make  health  and  physical  vitality  a  sine  qua 
non  for  membership  in  faculties  would  surpass  pension  sys- 
tems in  beneficence.  A  complete  physical  survey,  such  as  is 
used  for  students,  would  disclose  innumerable  opportunities 
to  strengthen  faculty  personality. 

98.    Personality  Portraits 

The  claim  that  personality  is  too  elusive  to  be  measured  or 
weighed  led  Mr.  David  E.  Berg,  now  of  New  York  City  — 
university  graduate,  public-school  teacher,  and  principal  — 
to  visit  72  university  instructors,  mostly  of  professorial  rank, 
in  order  to  see  whether  and  how  far  personality  lends  itself 


Personality  Portraits  of  72  Instructors       277 

readily  to  simple  description.  Two  results  of  six  weeks' 
constant  visiting  are  Personality  Portraits  of  72  College  In- 
structors and  a  handbook  of  advice  to  students  on  ways  of 
avoiding  the  type  of  personality  that  inspires  and  compels 
study. 

To  digest  Mr.  Berg's  descriptions  would  be  unfair  to  por- 
trayed and  portrayer.  College  teachers  and  administrators 
may  welcome,  however,  the  following  list  of  personality  ele- 
ments which  he  built  up  inductively  as  his  visits  increased. 
They  are  purposely  not  classified  here  in  the  hope  that 
readers  will  think  of  each  as  a  separate  element  that  should 
or  should  not  be  separately  noted  when  selecting  instructors 
and  deciding  whether  to  continue  and  promote  them.  Per- 
sonal elements  appear  not  always  in  degrees  of  positive  qual- 
ities, but  often  as  negative  qualities;  therefore  the  second 
list,  inductively  built  up  of  negative  or  disqualifying  ele- 
ments in  personality. 

Four  principles  of  grading  will  interest  college  teachers : 

(1)  candle  power  (C.P.,  intellectual  illumination) 

(2)  heat  (B.T.U.,  British  thermal  unit,  emotional  heat) 

(3)  energy  (K.W.,  or  kilowats  of  volitional  energy) 

(4)  class  temperature  (C.T. ;  i.e.,  class  interest) 
Among  72  instructors  Mr.  Berg  found  n  distinct  types 

which  are  here  repeated.  Please  note  that  the  marking  of 
C.P.,  B.T.U.,  K.W.,  and  C.T.  is  based  upon  the  standards 
exhibited  by  the  three  personalities  who  are  listed  in  the 
first  type. 

1.  The  highest  type, —  the  dynamic  type,  great  intellectual 
qualities,  wit,  geniality,  verve,  depth,  with  students  keyed 
to  a  high  degree  of  interest,  where  a  splendid  personality 
obtains    splendid    results.    Average     100:    C.P.     100; 
B.T.U.  100 ;  K.W.  100;  C.T.  100.    Three  men  are  in- 
cluded in  this  group. 

2.  Great  intellectual  stature,  alert,  exacting,  straining,  but 
lacking  in  geniality  and  sympathetic  contact  with  class. 
Although  highly  gifted  intellectually,   the   coldness  of 
their  personality  seemed  to  have  inhibited  the  highest 
development  of  the  power  to  impart  knowledge  through 
a  lack  of  power  for  imaginative  projection;  they  were 


278     Self -Surveys  by  Colleges  and  Universities 

not  as  luminous  as  those  of  the  first  type.     But  they 
were  obtaining  excellent  results   from  their  students. 
Average  87:  C.P.  90-95;  B.T.U.  60-70;  K.W.  90-100; 
C.T.  90-95.     Four  men  are  included  in  this  group. 

3.  Lesser  intellectual  stature,  but  alive,  keen,  alert,  certain 
amount  of  humor,  good  contact  with  class.     Fine  results. 
Gave   promise   of    further   development.    Average   82: 
C.P.  80-90;  B.T.C.  70-90;  K.W.  75-85;  C.T.  80-90. 
Seventeen  men  are  included  in  this  group. 

4.  The  indolent,  lackadaisical  teacher  of  considerable  abil- 
ity but  resting  on  his  oars,  putting  forth  only  part  of  his 
powers  and  energies.    Average  75 :  C.P.  80-85  J  B.T.U. 
65-80;  K.W.  40-85 ;  C.T.  80-90.     Five  men  are  included 
in  this  group.     They  accomplished  certain  results  by 
sheer  weight  of  prestige  and  their  latent   smoldering 
powers.     Four  of  them  had  a  certain  aptitude  for  witti- 
cism, and  a  proclivity  for  humoring  the  students. 

5.  Men  of  considerable  training  with  good  grasp  on  sub- 
ject, sincere,  a  certain  contact  with  class,  poor  methods, 
a  laxity  of  standards,  achieve  only  mediocre  results,  but 
interest  fairly  well  sustained.     Average  72:  C.P.  70-80; 
B.T.U.    60^80;    K.W.    6(>-8o;    C.T.    65-75.     Fifteen 
teachers  are  included  in  this  group. 

6.  The  cold,  assured  egotistical  type  —  medium  ability  but 
enormously  self-assured,  men  past  maturity  who  have 
accomplished  certain  things  but  are  petrified  and  sta- 
tionary before  the  final  decline  into  senility.     Classes 
are    deadly    boring.     No    humor.    Average    55:    C.P. 
70-75;  B.T.U.  40-45;  K.W.  50-60;  C.T.  40-60.     Five 
men  are  included  in  this  group. 

7.  The  young,  immature  teachers  of  considerable  keenness, 
whose  vision  is  not  developed,  lack  of  perspective  com- 
bined sometimes  with  vicious  method  of  teaching.     Lack 
of  a  sure  grasp  on  the  subject  matter.    Also  lack  of 
humor  in  all  but  one  case.    Average  52 :  C.P.  50-65 ; 
B.T.U.  40-50;  K.W.  40-60;  C.T.  50-60.    Seven  men 
are  included  in  this  group. 

8.  The  fakir,  who  runs  a  game  of  bluff,  men  in  higher  po- 
sition who  put  on  a  bold  front  to  retain  their  position. 
Average  49:  C.P.  40-50;  B.T.U.  40-50;  K.W.  50-65; 
C.T.  50-55.  Three  men  are  included  in  this  group. 

9.    The  man  of  little  ability,  poor  grasp  on  subject,  cold  and 


Mr.  Berg's  Personality  Portraits 


279 


flabby  personality.  Results  are  extremely  unsatisfac- 
tory. Average  44:  C.P.  40-50;  B.T.U.  30-40;  K.W. 
30-50 ;  C.T.  40-60.  Five  men  are  included  in  this  group. 

10.  Senile   dotard  type,   no   life,  warmth,   or   interest,   no 
humor.    Average  37:  C.P.  40-50;  B.T.U.  10-30;  K.W. 
30-40;  C.T.  20-60.     Three  men  are  in  this  group. 

11.  The  practically  futile  teacher,  with  no  strength  of  char- 
acter, poor  grasp  of  subject  matter  and  lack  of  proper 
training.     Average    28:    C.P.    10-30;    B.T.U.    15-30; 
K.W.  30-40;  C.T.  30-40.    Three  teachers  are  here. 

99.     Desirable  Personal  Elements  Found  by  Mr.  David 
E.  Berg  when  Observing  72  University  Instructors 


Profundity 

Comprehensiveness 

Incisiveness 

Open-mindedness 

Balance 

Logicality 

Coherence 


Tact 
Courtesy 
Neatness 
Natural  manner 
Poise 

Sympathy  . 
Even  temper 

Dignity  and  reserve 
Aggressiveness 
Encouraging 
Independence  of  judg- 
ment 


Intellectual  Qualities 

Vision 

Imagination 

Associativeness 

Originality 

Resourcefulness 

Clearness 

Verve  and  dash 

Emotional  Qualities 

Pleasant  voice 
Expressive  face 
Good  diction 
Humor 
Enthusiasm 
Responsiveness 

Volitional  Qualities 

Decisiveness 

Sincerity 

Industry 

Fairness 

Modesty 


Interest-arousing 
Wit 

Brilliance 
Figures  of  speech 
Related  anecdotes 
Personal  experiences 


Democracy 

Address 

Charm 

Taste 

Esthetic  sense 

Tolerance 


Clear-mindedness 
Courage 
Exacting 
Firmness 


100.     Undesirable  Personal  Elements  Found  by  Mr.  Berg 


Shallowness 

Narrowness 

Bigoted 

Erratic 

Illogicality 


Intellectual  Qualities 

Dependence  Obscurity 

Muddle-headed  Inertness 

Short-visioned  Tedious 

Matter  of  fact  Dullness 
Wooden-minded 


280     Self -Surveys  by  Colleges  and  Universities 


Blundering 

Seediness 

Slovenliness 

Affectation 

111  at  ease 

Unsympathetic 

Irascible 

Lackadaisical 
Repressing 
Hidebound 
Wavering 


Emotional  Qualities 

Grating 

Impassiveness 

Poor  diction 

Solemnity 

Diffidence 

Snobbishness 

Volitional  Qualities 

Hypocrisy 
Indolence 
Autocratic 
Conceit 


Poor  contact 

Boorishness 

Lack  of  taste 

Thick-headed 

Prosaic 

Intolerance 


Lasciviousness 

Cowardice 

Lax 


101.     Use  of  Minimum  Essentials 

The  efficiency  of  a  teaching  program  will  quickly  be 
learned  by  asking  where  and  what  minimum  essentials  have 
been  defined  and  insisted  upon.  One  reason  why  the  clas- 
sics, mathematics,  and  exact  sciences  have  so  long  been  held 
to  have  special  disciplinary  and  educative  value  is  that  each 
has  its  definite  list  of  minimum  essentials  to  be  taught  and  to 
be  acquired. 

No  subject  is  without  its  peculiar  minimum  essentials, 
lacking  any  one  of  which  a  student  cannot  master  that  sub- 
ject. Physical  training  has  minimum  essentials.  Admis- 
sion requirements  have  minimum  essentials.  Most  colleges 
advertise  minimum  essentials  of  attendance  and  of  punctu- 
ality. 

Whether  each  instructor  of  each  subject  has  definitely  out- 
lined minimum  essentials  for  his  course  can  be  learned  by 
self -surveyors.  Whether  these  essentials  are  personal  and 
secret,  or  known  also  to  colleagues  and  to  students,  can  also 
be  learned.  If  communicated  to  students,  it  is  important  to 
learn  whether  the  communication  is  oral  merely  or  by  syl- 
labus. Where  students  have  been  told  what  the  minimum 
essentials  are,  it  is  possible  by  examining  papers  already 
written,  or  by  imposing  special  tests,  to  learn  whether  mas- 
tery of  these  minimum  essentials  is  tested  and  rigidly  re- 
quired. 

Knowing  how  to  study  ought  to  be  a  minimum  essential 
for  college  and  student.  No  college  has  the  right  to  accept 


Minimum  Essentials  for  Colleges  281 

tuition  and  time  from  a  growing  or  grown  man  or  woman 
who  after  earnest  and  well-directed  effort  by  instructors  has 
not  learned  how  to  study.  No  student  capable  of  learning 
how  to  study  is  getting  his  money's  worth  until  he  has 
learned.  Whatever  time  is  required  to  find  out  if  each  stu- 
dent knows  how  to  study,  that  time  should  be  spent. 
Whether  each  instructor  looks  for  this  minimum  essential 
for  each  student  in  his  course  is  a  question  of  fact  for  sur- 
veyors to  answer. 

What  the  minimum  essentials  are  for  each  subject  taught 
in  college  would  require  several  volumes  to  answer.  In  ele- 
mentary schools  extensive  use  is  being  made  just  now  of 
standard  scales.  Unfortunately  a  movement  which  started 
with  the  minimum-essential  idea  has  been  rapidly  swinging 
toward  the  average-accomplishment  idea.  Obviously  the 
two  ideas  are  quite  distinct.  A  student  may  be  far  above 
the  average  and  still  lack  minimum  essentials.  An  in- 
structor may  be  above  the  average  and  still  lack  minimum 
essentials,  absence  of  any  one  of  which  should  disqualify  a 
man  from  instructing. 

The  absurdity  of  measurements  against  averages  was  re- 
cently pointed  out  by  William  McAndrew  of  New  York,  who 
noted  that  Brooklyn  pupils  when  measured  by  Courtis  arith- 
metic tests  were  above  the  average  in  speed  but  below  the 
average  in  accuracy :  "  In  other  words  it  takes  us  less  time 
than  it  takes  others  to  do  things  wrong."  Local  search  for 
description  and  use  of  minimum  essentials  will  help  far 
more  as  a  first  step  than  unquestioning  adoption  of  stand- 
ards set  up  by  others.  Dr.  A.  E.  Winship  reinforces  this 
truth  by  citing  the  speed  of  an  express  train,  an  automobile, 
a  horse,  and  a  wheelbarrow  and  asking  what  use  can  be  made 
of  their  average  speed ! 

Among  minimum-essential  tests  that  should  be  found  at 
work  in  every  college  are  these : 

i.     For  each  instructor  —  minimum  essentials 

1.  Of  personality. 

2.  Of  previous  teaching  and  field  experience. 

3.  Of  teaching  ability. 


282     Self -Surveys  by  Colleges  and  Universities 

4.  Of  specific  preparation  for  each  course. 

5.  Of  special  preparation  for  each  meeting  with 
class. 

6.  List  of  minimum  essentials  for  each  course. 

7.  Exaction  of  these  minimum  essentials  from 
each  student. 

8.  Analysis  of  each  student's  needs,  capacities, 
difficulties. 

2.  For  each  subject  —  minimum  essentials 

1.  Of  purpose  —  before  and  after  it  is  admitted  to 
the  curriculum. 

2.  Ground  to  be  covered. 

3.  Methods  to  be  employed. 

4.  How  to  be  studied. 

3.  Other  minimum  essentials  needed 

1.  For  every  set  of  examination  questions  before 
they  are  given  to  students. 

2.  For  every  method  and  textbook  before  and 
after  trial. 

3.  For  every  instructor's  work  before  he  is  per- 
manently engaged  or  promoted  or  voted  a  sal- 
ary increase. 

4.  For  every  instructor  considered  for  a  depart- 
ment head,  before  his  election. 

5.  For  every  department  head  after  trial  before 
being  continued  or  reappointed. 

6.  For  all  persons  considered  for  directorships  of 
courses  before  giving  them  serious  considera- 
tion and  before  continuing   or   reappointing 
them. 

7.  For  all  persons  proposed  for  administrative  po- 
sitions before  serious  consideration  and  after 
trial,   before  continuation,  reappointment,   or 
promotion. 

8.  For  all  persons  proposed  for  presidency  and 
deanships  —  which  call  for  a  rare  combination 
of  teaching  and  administrative  ability  —  before 


Minimum  Essentials  Needed  283 

serious  consideration  and  after  trial,  before 
permanent  appointment,  reappointment,  or  sal- 
ary increase. 

9.  For  every  person  proposed  or  tentatively  con- 
sidered for  trusteeship  before  serious  consider- 
ation and  particularly  before  reappointment. 

10.  For  every  student  desiring  to  continue  merely 
as  a  college  student  before  permitting  him  to 
register. 

11.  For  all  official  statements  by  colleges. 

12.  For  college  appeals  and  budget  estimates. 

Since  in  most  cases  it  will  be  found  that  the  idea  of  mini- 
mum essentials  has  not  yet  been  accepted,  the  main  value  of 
a  survey  for  minimum  essentials  will  be  to  interest  the  fac- 
ulty in  working  out  for  each  department  and  for  college  ac- 
tivities generally  a  statement  of  purposes  and  minimum 
essentials. 

102.    Analyzing  Student  Capacity  and  Need 

Dean  Keppel  of  Columbia  College  keeps  a  personal  mem- 
orandum for  each  student,  showing  his  college  record,  his 
outside  activities,  plan  for  life,  special  interests,  etc.  Pratt 
Institute  has  a  point  and  honor  system  in  its  physical-train- 
ing work  which  proves  the  value  of  factoring  student  needs 
and  capacities.  Lafayette's  dean  requires  a  special  report 
for  each  delinquent  student,  in  which  the  student  must  as- 
sign a  reason  for  failure,  state  assistance  given,  and  suggest 
future  treatment.  Pratt  Institute  requires  from  each  in- 
structor for  each  student  a  personality  impression  with  a  list 
of  weak  points,  strong  points,  and  needs.  Cincinnati's  dean 
of  arts  learns  for  each  halting  student  facts  about  entrance 
preparation;  outside  work;  health;  teacher's  estimate  of 
ability;  diligence  with  respect  to  attendance,  papers,  and 
quizzes ;  time  given  to  studies ;  purpose  and  plans  and  recom- 
mendations. 

Capacity  analysis  is  carried  further  by  Dean  Schneider  of 
Cincinnati's  engineering  school,  who  does  not  wait  until  de- 


284     Self -Surveys  by  Colleges  and  Universities 

linquency    before    studying    and    noting    characteristics. 
(Detailed  in  Record  Aids  in  College  Management.) 

Dean  Jones  of  North  western's  college  of  education  has 
asked  other  divisions  to  allow  his  faculty  and  research  stu- 
dents to  take  these  steps  regarding  failures: 

1.  To  retain  them  a  second  semester  instead  of  dismiss- 
ing them. 

2.  To  refer  them  to  the  college  of  education  for  analysis 
of  causes. 

3.  To  require  them  to  take  with  the  college  of  education 
a  two-hour  non-credit  course  in  "  How  to  Study." 

Reason  enough  for  analyzing  causes  and  costs  and  inci- 
dents of  failure  may  be  found  in  studying  the  mortality  or 
dropping  out  of  any  college.  For  a  large  university  the 
number  runs  into  the  hundreds  annually.  Surveyors  will 
ask: 

1 .  Do  records  show  failures  by  number  . .  . ,  semester 
. . .,  subject  . . .,  instructor  . . .  ? 

2.  How  many  credit  hours  were  attempted  and  failed? 

3.  What  total  costs  of  instruction  and  living  are  repre- 
sented by  these  failures  ? 

4.  What  instructions  are  given  to  faculty  members  with 
respect  to  learning  the  causes  of  failure? 

5.  What  is  done  to  see  that  instructions  are  carried  out? 

6.  What  preventive  steps  are  taken,  recorded,  studied, 
and  announced  ? 

7.  What  subtraction  should  be  made  from  the  total  reg- 
istration in  order  that  credits  failed  shall  not  be  in- 
cluded in  the  total  of  effective  student  registration? 
This  item  often  runs  to  15  or  20%. 

8.  What  explanations  were  published  last  year  for  stu- 
dents' failing  ?     Was  inefficient  teaching  or  ill-chosen 
course  among  them  ? 

9.  Of  total  number  reported  as  dropping  out  before  com- 
pleting the  year,  how  many  dropped  out  voluntarily 
and  how  many  were  advised  to  drop  out  because  of 
student  failure  or  weakness? 


Dayton  Bureau  of  Research 

Preparing  comparative  tables  for  citizens  is  quite  different  from  preparing  such 
comparisons  for  college  students  who  cannot  stay  away  or  get  away 


Professional  educators  also  learn  best  by  doing 


Dayton 


Graduate  Work  Needs  Challenge  285 

103.     Graduate  Work 

Whatever  method  will  find  the  trouble  about  and  oppor- 
tunity in  undergraduate  work  will  find  the  trouble  about  and 
opportunity  in  graduate  work.  There  are,  however,  a  few 
questions  which  seldom  arise  in  colleges  until  graduate 
courses  are  given. 

"  Insincere "  is  declared  by  President  Pritchett  of  the 
Carnegie  Foundation  to  apply  to  graduate  work  as  to  no 
other  work  in  American  colleges.  So  far  as  insincerity  char- 
acterizes graduate  work,  it  inevitably  affects  undergraduate 
work  also  and  any  other  work  done  by  the  same  organiza- 
tion. 

Although  a  small  minority  of  colleges  are  as  yet  giving 
actual  graduate  work,  it  is  the  secret,  if  not  heralded,  ambi- 
tion of  most  of  them  to  grow  until  they  can  offer  graduate 
courses.  They  advertise  their  "  easement "  by  giving  the 
master's  degree.  All  but  three  colleges  in  the  Association 
of  Colleges  in  the  Southern  States  offer  master's  degrees. 

Credit  for  in  absentia  graduate  work  —  i.e.,  for  "  pro- 
jected registration  " —  is  growing.  There  is  every  reason  to 
believe  that  the  smaller  colleges  will  organize  for  supervising 
study  and  research  by  persons  at  work  in  different  profes- 
sions who  can  receive  exactly  as  much  help  from  a  small  col- 
lege as  from  the  same  grade  of  instructor  in  a  university. 
When  the  fact  becomes  clearer  to  small  colleges  that  great 
universities  are  giving  master's  degrees  for  a  year's  work 
that  is  graduate  only  in  the  sense  that  it  is  done  after  a  per- 
son has  graduated,  and  undergraduate  in  the  sense  that  it  is 
elementary  work,  they  will  refuse  to  let  universities  monop- 
olize the  tuition  and  prestige  that  come  with  the  name 
"  graduate  instruction." 

Among  the  insincerities  that  President  Pritchett  doubtless 
had  in  mind  may  be  mentioned  these : 

1.  Attracting  graduate  students  by  announcements  of 
courses  that  are  not  given. 

2.  Giving    first    advanced  —  i.e.,    master's  —  degrees, 
without  significance  of   scholarship   or  attainment, 


286     Self -Surveys  by  Colleges  and  Universities 

thereby  sharing  the  student's  effort  to  trade  upon  the 
ignorance  of  school  boards  and  other  employers. 

3.  Calling  any  work  graduate  which  is  taken  by  a  grad- 
uate student,  although  it  may  be  freshman  or  junior 
grade  (a  practice  opposed  by  the  Iowa  and  Wisconsin 
surveys). 

4.  Overstating  and  misrepresenting  the  amount  of  ad- 
vance work  done,  by  publishing  the  total  graduate  stu- 
dents without  making  clear  how  many  of  them  are 
taking  all  or  part  of  their  work  in  undergraduate 
courses. 

5.  Accepting  or  retaining  graduate  students  after  they 
have  demonstrated  absence  of  ambition  or  capacity, 
and  absence  of  personal  initiative  or  courage  to  meet 
the  world's  tests. 

6.  Encouraging  recent  graduates  who  know  no  world  ex- 
cept college  to  stay  at  college  until  they  secure  higher 
degrees. 

7.  Allowing  courses  to  repeat  or  overlap. 

8.  Allowing  graduate  students  to  waste  time  on  futile 
reading  or  futile  lectures  even  if  there  is  a  commercial 
advantage  in  reputation  for  graduate  work. 

9.  Failing  to  give  the  personal  supervision  which  is  sup- 
posed to  be  the  essence  of  graduate  work.     The  fol- 
lowing quotation  is  not  untypical:     "Absolutely  the 
only  thing  which  any  professor  did  about  my  thesis 
was  to  call  attention  to  three  words  that  were  several 
times  misspelled." 

10.  Giving  superficial  examinations  for  degrees. 

11.  Accepting  superficial  studies  leading  to  inconsequen- 
tial theses  for  degrees. 

12.  Failing  to  test  study  plans,  working  papers  during  the 
study's  progress,  or  thesis. 

13.  Accepting  and  advertising  as  contributions  to  knowl- 
edge theses  which  no  magazine  or  independent  pub- 
lisher would  issue,  with  inaccuracies,  poor  construc- 
tion, and  errors  in  English  which  would  flunk  a  fresh- 
man.    Frequently  the  fact  that  a  work  is  a  doctor's 


Graduate  Work:  Fetich  or  Worth?          287 

thesis  is  not  mentioned  because  publishers,  librarians, 
and  buyers  have  grown  skeptical  about  doctorate  prod- 
ucts. On  my  desk  is  a  doctor's  thesis  published  by 
one  of  our  greatest  private  universities  which  is  nine 
tenths  "  pastepot  and  scissors  "  work ;  i.e.,  extracts 
from  papers  by  public  employees,  etc.  Most  of  the 
persons  quoted  would  not  be  allowed  to  attend  under- 
graduate lectures  at  this  university  for  want  of  aca- 
demic training;  yet  a  graduate  student  is  given  a 
doctor's  degree  for  cleverly  clipping  their  published 
reports. 

14.  Allowing  theses  to  appear  as  if  published  and  en- 
dorsed by  scientific  journals  when  in  fact  the  author- 
doctor  pays  for  issuing  them. 

15.  Asserting  that  there  is  per  se  something  about  giving 
graduate  work  which  improves  the  character  of  under- 
graduate work. 

All  over  this  country  able  teachers  and  supervisors  are 
overworking  and  underfeeding  themselves  and  neglecting 
their  own  pupils  in  order  to  save  money  and  time  for  grad- 
uate work  in  education.  Not  infrequently  this  work  is  con- 
sidered by  them  in  every  way  but  one  an  obstruction  to  pro- 
fessional growth.  They  waste  time  and  listen  to  people 
who  ought  to  be  listening  to  them,  for  such  reasons  as  the 
following  given  to  me  by  a  school  superintendent  whose  an- 
nual report  showed  that  he  had  actually  done  notably  well 
what  his  graduate  instructors  had  never  even  attempted  and 
could  but  feebly  talk  about :  "  No  one  seems  interested  in 
my  work  results.  If  I  play  the  little  white-haired  boy  on  the 
front  seat  with  Professors  Blank  and  Blanker,  they  will  back 
me  for  a  better  position  than  I  can  ever  hope  to  secure  just 
from  successful  superintending." 

Obviously  the  question  for  surveyors  is  not  how  can  we  get 
along  without  graduate  work  but  how  specific  are  the  in- 
sincerities and  inadequacies  of  our  graduate  work;  and  how 
can  we  substitute  defmiteness  for  vagueness,  educational  pur- 
pose for  money  purpose,  growth  for  time  killing?  The 
president  of  the  Association  of  Southern  Colleges  hazards 


288     Self-Surveys  by  Colleges  and  Universities 

the  "  guess  that  not  more  than  ten  institutions  in  the  United 
States  are  indubitably  equipped  to  give  the  Doctor  of  Phil- 
osophy degree." 

Think  what  it  means  that  a  student  can  secure  a  doctor's 
degree  in  education  without  having  taught  or  supervised 
other  teachers  one  hour,  and  without  having  had  one  hour's 
contact,  even  as  investigator,  with  a  growing  educational 
concern ! 

In  surveying  graduate  work  it  is  particularly  important  to 
take  nothing  for  granted  and  to  check  every  statement  and 
belief  by  examination  of  actual  work.  What  is  needed 
first  is  a  careful,  exhaustive  description  of  all  the  elements 
of  what  any  particular  college  calls  graduate  work. 

1.  How  many  courses  are  offered;  how  many  are  given; 
how  many  not  given? 

2.  Is  it  possible  to  take  a  whole  program  of  graduate 
courses  in  one's  chosen  field  ?     Y...     N...     ?... 

3.  How  many  are  exclusively  for  advanced  students  in 
the  particular  course  and  subject? 

4.  What  is  the  grade  distribution  of  all  students  in  all 
courses  where  graduates  are  registered  ? 

5.  What  facts  are  recorded  with  regard  to  graduate 
students,  their  previous  work,  their  aims,  and  field 
work  done  by  them  ? 

6.  What  if  any  difference  is  there  between  the  work  re- 
quired of  graduates  or  attention  given  to  them  and  the 
treatment  given  to  undergraduates?     Does  the  M.A. 
"mean  only  that  a  promising  student  has   stayed 
on  for  another  year  or  so  and  continued  his  under- 
graduate studies  "  ? 

7.  How  are  thesis  subjects  selected ;  i.e.,  with  what  refer- 
ence to  student  capacity,  student  experience,  local 
materials,  and  local  needs?     Do  subjects  indicate  pur- 
poseful selection? 

8.  How  definitely  are  investigation  subjects  outlined  be- 
fore studies  begin? 

9.  What  record  have  the  professor  and  graduate  dean 
of  plans  for  investigations  and  theses? 


Questions  or  Notes  289 

For  Questions  or  Notes  by  the  Reader 


290     Self -Surveys  by  Colleges  and  Universities 

10.  How  does  the  student  make  record  of  time  spent,  fields 
examined,  sources  consulted? 

11.  Is  the  trail  blazed;  i.e.,  are  working  papers  filed  as 
evidence  of  workmanship  F. . .  N . . .  f . . .  ;  are  they 
examined  by  professor  or  dean  as  Mr.  Edison  ex- 
amines working  papers  of  employees  conducting  in- 
vestigations   under    and    for    him  ?     Y . . .     N . . . 
? . . . 

12.  Is  there  any  record  of  the  time  given  to  investigations 
and  theses  by  the  supervising  instructors  ?     Y . . . 
N. . . 

13.  How  far  is  so-called  investigation  largely  "  pastepot 
and  scissors  "  work,  and  how  far  actually  research? 

14.  To  what  extent  is  the  graduate  student  allowed  and 
compelled  to  learn  via  doing  something  which  needs 
to  be  done  for  his  college  or  for  society  ? 

15.  Do  professors  feel  that  their  function  in  graduate  in- 
struction is  to  keep  forcing  the  student  back  upon 
himself  . . .,  to  keep  him  and  PROBLEM  in  proper 
contact  . .  . ,  rather  than  to  do  work  for  him  . . . ,  lay 
information  before  him  ...  or  test  his  memory  . . .  ? 

When  it  comes  to  testing  actual  workmanship,  only  de- 
tailed scientific  analysis  of  results  will  help.  The  manage- 
ment's plans  may  be  scholarly.  On  paper  the  procedure 
may  be  scientific.  The  questions  which  the  dean  is  supposed 
to  ask  may  be  comprehensive.  The  surveyor  must  review 
actual  registration  cards;  actual  working  plans;  reports  of 
progress,  etc.,  to  see  whether  the  management  is  doing  what 
it  defines  as  necessary.  Student  workmanship  calls  for  the 
same  kind  of  analysis  which  research  reports,  history  text- 
books, and  literary  essays  receive  from  commercial  labora- 
tories and  publishers. 

There  may  be  some  difference  of  opinion  as  to  the  ex- 
haustiveness  necessary  in  graduate  study  or  as  to  its  social 
value  and  originality.  There  is  no  outspoken  belief  that 
within  its  scope  graduate  work  may  be  inaccurate  or  super- 
ficial, graduate  writing  slovenly  or  unreadable,  graduate  per- 
sonality unfitted  for  work  undertaken,  or  graduate  examina- 


Scientific  Tests  of  Student  Research         291 

tions  superficial  and  futile.  The  quality  of  a  thesis  cannot 
be  determined  by  its  general  appearance,  the  neatness  of  its 
typography,  the  reputation  of  its  endorser  or  a  survey  of  its 
title  page.  Theses  must  be  read  word  for  word.  Misspell- 
ing, incorrect  English,  involved  sentences,  bad  paragraphing, 
confusing  punctuation,  plagiarisms,  and  futilities  must  be 
noted  as  discovered. 

Evidences  of  unscholarly  workmanship  have  each  an  abso- 
lute value  not  to  be  outweighed  by  excellences  or  ingenuity. 
Only  by  featuring  each  deficiency  discovered  can  a  college 
ask  the  questions  necessary  to  ascertain  whether  it  expects 
enough  from  and  does  enough  for  graduate  work;  whether 
its  instructors,  departments,  and  deans  are  asking  enough 
questions  about  work  in  progress  and  are  sufficiently  protect- 
ing student  time  and  college  reputation. 

A  professor  of  history  responsible  for  reviewing  a  large 
number  of  historical  works  says :  "  The  only  purpose  of  a 
reference  to  author,  book,  chapter,  or  page  is  to  help  the 
reader  find  a  fact  or  verify  a  statement.  If  the  reference  is 
wrong  the  reader's  time  is  wasted."  Whatever  motive  leads 
to  a  direct  quotation  in  a  master's  or  doctor's  thesis  also  calls 
for  a  correct  quotation.  Any  student  who  has  not  acquired 
during  graduate  work  the  habit  of  automatically  checking 
for  accuracy  is  apt  to  be  injured  rather  than  helped  by  his 
postgraduate  experience.  Whether  he  has  the  habit  of  veri- 
fying experiments  and  references ;  of  automatically  checking 
processes;  of  applying  scientific  methods  of  analysis  and  in- 
vestigation to  tasks,  large  or  small,  surveyors  can  learn  not 
by  talking  with  the  man  or  his  instructors  but  by  examining 
his  everyday  workmanship. 

The  more  exacting  American  colleges  are  when  surveying 
graduate  work,  the  greater  will  seem  the  need  and  oppor- 
tunity for  graduate  work.  The  more  closely  the  fetish  of 
"  original  contribution  to  knowledge  "  is  analyzed,  the  more 
clearly  our  colleges  will  see  that  the  greatest  possible  service 
of  graduate  work  is  to  uncover,  try  out,  and  prove  student 
ability  to  apply  the  methods  of  scientific  analysis  and  the 
ideals  of  cultured  citizenship  to  specific,  localized,  time-lim- 
ited human  problems. 


292     Self -Surveys  by  Colleges  and  Universities 

Five  recommendations  regarding  graduate  work  at  Iowa 
State  University  and  its  State  College  of  Agriculture  and 
Mechanical  Arts  were  made  by  the  Iowa  Survey  Commis- 
sion: 

1.  That  development  of  graduate  work  be  encouraged. 

2.  That  graduate  status  be  denied  to  students  not  having 
a  definite  proportion  of  their  registration  in  courses 
for  graduates  only. 

3.  That  some  representative  body  decide  which  depart- 
ments are  to  be  encouraged  to  develop  graduate 
courses  and  which  to  be  discouraged. 

4.  That  greater  care  be  exercised  in  admitting  students 
from  other  institutions  to  graduate  standing. 

5.  That  there  be  a  standing  committee  on  graduate  work, 
to  consist  of  two  members  of  the  state  board  of  edu- 
cation and  two  members  each  from  the  two  institu- 
tions giving  graduate  work, —  the  latter  to  be  elected 
for  a  term  of  years  by  graduate  faculties. 

The  foregoing  recommendations  are  preceded  by  state- 
ments of  fact  and  discussion,  the  essence  of  which  follows : 

1.  Iowa  University  distinguishes  between  admission  to 
the  graduate  college  and  admission  to  candidacy  for 
a  degree. 

2.  Each  case  is  determined  upon  its  own  merits. 

3.  Students  coming  from  approved  colleges  are  not  tested 
at  all. 

4.  Students  coming  from  not-yet-approved  colleges  are 
tested  by  departments  as  to  their  major  work  only. 

5.  Graduate  students  register  in  courses  for  undergrad- 
uates. 

6.  Master's  degree  is  given  for  four  summer  sessions  of 
six  weeks  each  —  i.e.,  24  weeks ;  or  for  two  semesters 
of  18  weeks  each  —  i.e.,  36  weeks. 

7.  The  summer  session  work  is  supplemented  by  "  pro- 
jected register  " —  i.e.,  work  in  absentia,  according  to 
a  plan  agreed  upon  with  some  authorized  instructor; 
credits  earned  through  projected  register  may  equal 


Iowa  Survey  Criticizes  Graduate  Work       293 

those  previously  earned  in  the  same  subject  and  resi- 
dence. 

8.  The  projected  register  reduces  materially  the  time 
required  for  earning  the  doctor's  degree. 

9.  There  is  a  wide  difference  in  the  amount  and  spirit 
of  graduate  work  in  the  different  departments. 

10.  Instructors  not  distinguished  for  published  results  of 
research  are  directing  thesis  work  or  are  engaged  in 
"  creative  work  "  which  is  regarded  as  equal  to  re- 
search. 

The  following  opinions  expressed  by  the  commission  have 
important  bearing  for  other  colleges  and  universities: 

1.  A  student  registering  for  work  in  a  field  for  which  he 
has  had  no  preparation  in  his  undergraduate  work 
should  be  registered  as  an  undergraduate  until  he  is 
ready  to  carry  advance  courses  or  courses  for  grad- 
uates only. 

2.  No  institution  can  do  equally  strong  work  in  all  de- 
partments that  announce  graduate  courses,  even  if  an 
equal  number  of  students  should  appear  for  each  de- 
partment. 

3.  Certain  departments  should  be  specially  encouraged 
to  develop  the  most  advanced  courses  of  instruction 
and  research  by  special  care  in  selecting  new  men,  by 
encouraging  research  workers  of  promise  already  on 
the  staff,  and  by  generous  appropriation  in  the  uni- 
versity budget. 

Not  a  word  is  said  as  to  supervision  of  graduate  work  or  is 
there  intimation  that  the  researcher  of  distinction  may  be  a 
hopeless  incompetent  when  directing  graduate  work  by  oth- 
ers, or  that  the  undistinguished  or  not-yet-distinguished  fac- 
ulty member  may  be  notably  efficient  in  finding  questions  that 
need  to  be  answered  and  in  directing  graduate  research  and 
reporting. 

104.     Learning  via  Doing 

Every  teacher  of  natural  science  asserts  the  superiority 
of  the  laboratory  method.     Where  is  the  geologist  who 


294     Self -Surveys  by  Colleges  and  Universities 

would  decline  to  organize  his  work  from  top  to  bottom  if 
given  Woods*  Hole  or  funds  for  conducting  a  geological 
survey  ? 

Learning  via  doing  is  the  justification  for  oral  and  writ- 
ten composition  in  Latin;  for  vivisection  in  zoology  and 
physiology;  for  themes  in  English  and  reference  work  in 
history ;  for  scientific  research  in  the  graduate  school. 

Colleges  become  skeptical  about  the  laboratory  method  at 
the  point  where  their  own  laboratory  facilities  give  out. 
Having  done  the  best  we  could  for  generations  without 
work  needing  to  be  done,  without  telescopes  and  microscopes 
and  clinical  material,  we  find  it  disheartening  to  be  criti- 
cized for  the  inevitable  consequence  of  our  poverty.  Talk 
about  doing  and  things  done  —  talk  about  business,  com- 
merce, sick  bodies  —  is  so  thoroughly  organized  and  so  com- 
fortably under  way  that  even  when  funds  are  provided  for 
so-called  practical  courses  in  journalism,  business,  transpor- 
tation, statistics,  we  run  true  to  form  and  give  new  courses 
of  talk  about  practical  things. 

Whether  a  particular  college  is  fully  using  its  facilities  at 
hand  for  training  students  via  doing  rather  than  via  listen- 
ing and  reading  is  a  simple  question  of  fact  that  a  self- 
survey  can  quickly  answer  for  each  instructor  in  each  course. 

Typical  of  learning  via  doing  at  the  University  of  Wiscon- 
sin the  following  were  cited  by  the  survey: 

1.  In  the  library  course  8  weeks  out  of  36  given  to  actual 
work  under  supervision  in  various  public  libraries. 

2.  In  the  law  course  after  July  i,  1916,  at  least  6  months 
of  work  in  a  law  office. 

3.  Working   fellowships   for  students  engaged  under 
university  supervision  in  work  in  state  departments 
at  the  Capitol. 

4.  Teaching  fellowships  for  selected  students  from  the 
training  course  for  teachers. 

5.  Industrial  scholarships  for  practical  artisans  whom  it 
is  desired  to  retain  for  teaching  practical  subjects. 

6.  Special  appeal  by  the  Medical  School  for  opportunity 
to  extend  its  present  course  to  include  not  only  the 


Learning  via  Doing  at  Wisconsin  295 

usual  clinical  education,  but  also  field  service  in  the 
hospitals  and  other  public  institutions  of  the  state 
and  of  various  cities  away  from  Madison. 

7.  Six  months  of  actual  work  on  a  farm  a  prerequisite 
for  a  degree  in  the  College  of  Agriculture. 

8.  Full  charge  for  one  week  of  a  practice  cottage  re- 
quired in  the  home  economics  department. 

9.  Recognition  by  commerce  course  and  economics  de- 
partment of  the  need  for  a  laboratory  of  practical 
problems. 

10.  Beginnings  of  use  of  college  student  publications  as 
"  clinic  "  or  "  laboratory  "  opportunity  for  students  of 
journalism  and  presentation  of  technical  matter  — 
The  Wisconsin  Engineer  for  the  engineering  depart- 
ment and  Country  Life  for  the  course  in  agricultural 
journalism.     In  October  and  November,  1916,  stu- 
dents of  journalism  had  nearly  three  columns  a  day 
in  two  Madison  newspapers. 

1 1.  Use  of  assistance  from  state  department  through  prob- 
lems under  which  students  of  political  economy,  en- 
gineering, etc.,  work  under  joint  supervision  of  uni- 
versity and  state  departments. 

12.  Assignments  given  by  state  legislative  reference  li- 
brary and  state  library  commission  at  the  Capitol  to 
students  in  political  science,  economics,  library  school, 
etc. 

13.  Laboratory     instruction     of     prospective     teachers 
through  the  Wisconsin  high  schools. 

14.  An  extensive  course  of  lectures,  including  special  li- 
brary and  field  studies  in  labor  problems,  which  bore 
notable  fruition  in  the  opportunities  for  students  in 
this  course  to  participate  in  the  state  and  national 
work  of  the  industrial  commission. 

15.  Opening  the  fields  of  higher  education  to  students 
who  are  unable  to  attend  the  university  and  who  wish 
to  do  the  work  by  correspondence  or  by  correspond- 
ence supplemented  by  class  work  in  the  district  offices 
of  the  Extension  Division. 


296     Self -Surveys  by  Colleges  and  Universities 

1 6.  A  "German  House,"  with  rooms  for  women  and 
board  for  men  and  women  where  only  German  is 
spoken. 

17.  Beginnings  of  special  work  for  engineers  in  city  plan- 
ning, in  making  roads  and  pavements,  and  inspec- 
tion tours  (at  least  two  weeks  for  seniors),  besides 
visits  to  manufacturing  plants  in  Madison. 

1 8.  Normal-school  work  accepted  in  exchange  for  two 
years  at  the  university. 

19.  Music  regarded  as  college  work  and  given  credit, 
hour  for  hour,  through  the  college  course  in  music. 

20.  Crediting  special  advanced  work  during  vacation  in 
laboratories  and  library,  if  certified  by  supervising 
professor,  toward  an  advanced  degree. 

Probably  the  best  first  step  for  a  survey  is  to  ask  each 
instructor  to  list  specific  ways  in  which  he  uses  the  laboratory 
method.  This  composite  will  be  for  most  colleges  much 
larger  than  officers  have  realized.  It  will  be  more  profitable 
to  start  with  steps  already  being  taken  than  with  steps  not 
yet  taken. 

The  fact  that  learning  via  doing  is  attempted  does  not 
prove  that  students  either  do  or  learn.  Having  listed  the 
places  and  times  when  getting  done  is  used  for  teaching,  the 
surveyor  has  still  to  test  the  completeness  and  worth-while- 
ness  of  the  doing  and  the  extent  to  which  students  learn  by 
doing.  For  example,  a  college  class  was  taught  the  mean- 
ing of  averages,  mediums  and  norms,  by  picking,  counting, 
measuring,  and  classifying  dry  leaves.  Similar  doings  will 
raise  a  question  whether  educational  results  justify  the 
method.  Substitutes  for  picking  dry  leaves  will  be  found 
by  most  faculties  rather  than  abandon  the  principle  of  teach- 
ing via  assignment  of  work  and  via  laboratory  practice; 
for  example,  medians  can  be  learned  by  counting  rooms  not 
used  or  too  small  classes. 

Nothing  will  prevent  the  thorough  discrediting  of  learn- 
ing by  doing  except  a  jealous  insistence  upon  efficiency  and 
value  of  the  doing  and  upon  making  educational  use  of  it. 


English  Needs  Surveys  297 

Nothing  is  so  impractical  and  deadening  as  practical  courses 
unimaginatively  and  uneducatively  taught. 

105.     English  as  Taught  and  Practiced 

English  requirements  illustrate  a  distinction  that  is  gen- 
erally overlooked  between  requiring  every  student  to  use 
English  correctly  and  requiring  every  student  to  take  a  cer- 
tain number  of  English  courses.  It  by  no  means  follows 
that  a  student  who  uses  poor  English  in  history  ought 
to  take  more  English  in  the  English  classes.  Colleges  are 
beginning  to  suspect  that  a  cure  for  bad  English  in  history 
is  good  English  in  history.  If  the  privilege  of  remaining 
in  college  and  of  taking  subjects  that  one  wants  depends  upon 
ability  to  use  —  read,  understand,  write,  speak  —  the  Eng- 
lish language,  perhaps  the  shortcut  for  colleges  is  to  stress 
the  result  and  stop  worrying  about  the  means. 

Compulsory  English  in  colleges  begets  compulsory  Eng- 
lish in  high  schools,  more  compulsion  in  colleges  begets  more 
compulsion  in  high  schools.  Yet  colleges  themselves  insist 
that  student  English  would  "  make  literate  angels  weep." 

Most  colleges  will  be  surprised  when  the  facts  are  laid  out 
which  show  how  many  students  after  being  vaccinated  with 
compulsory  English  have  chosen  or  been  willing  to  risk  later 
exposure  to  English  electives.  Starting  with  this  fact  for 
each  college,  these  questions  will  follow : 

1.  Has  our  compulsion  given  us  creditable  student  Eng- 
lish among  freshmen  ...,  sophomores   ...,  juniors 
. . .  and  seniors  . . .  ? 

2.  What  is  there  about  our  particular  student  body  which 
would  naturally  make  it  shun  the  riches  of  English 
literature  ? 

3.  Do  our  instructors  themselves  appreciate  and  under- 
stand the  value  of  English  literature  . . .  ? 

4.  Is  failure  of  appeal  due  to  courses  offered  . . .,  an- 
nouncement of  courses   . . .,  reputation  of  elective 
courses  . . . ,  or  earlier  compulsion  .  . .  ? 

5.  Are  the   content  and  method   of   the   compulsory 


298     Self -Surveys  by  Colleges  and  Universities 

courses  calculated  to  accomplish  the  results  which 
prompt  the  compulsion  ?     Y . . .     N . . . 

Help  in  answering  the  above  questions  will  come  from 
detailed  study  of  the  English  actually  taught  and  practiced 
in  the  compulsory  courses.  Oral  work  will  be  observed  and 
written  work  will  be  examined  in  both  English  and  other 
classes.  Errors  will  be  listed,  with  what  is  done  about  them 
by  instructors.  Student  improvement  will  be  noted  by  com- 
paring first-term  work  with  second-term  work,  not  in  gen- 
eral but  with  respect  to  particular  weaknesses  noted  at  the 
beginning.  As  suggested  elsewhere,  a  study  of  students' 
written  work  will  be  far  more  productive  if  the  surveyor  is 
looking  for  student  need  and  instructor  opportunity  rather 
than  for  student  attainment. 

Helpful  survey  questions  include  these: 

1.  Are  there  "trailer"  classes  in  English;  i.e.,   "no 
credit "  classes  for  those  whose  work  shows  them  de- 
ficient in  power  to  read,  write,  or  speak  correct  Eng- 
lish?    Y...     N...t 

2.  Is  deficiency  ascertained  by  instructors  in  other  than 
English  classes    ...    or  solely  by  tests  in  English 
courses  . . .  ?     Do  we  "  actually  have  to  write  letters 
of  application  for  our  senior  teachers  who  are  apply- 
ing for  positions  "  ? 

3.  Are  freshmen  who  possess  satisfactory  ability  ex- 
empted  from  compulsory  English  courses?     Y. . . 
N . . . 

4.  Is  effort  made  to  learn  whether  the  lagging  students* 
trouble  is  inability  to  use  English  ...  or  in  his  grow- 
ing and  trying  . . .  ;  i.e.,  in  his  feeling  for  the  ends  to 
which  English  is  but  a  means  ?     Is  his  capacity  to  en- 
joy literature  and  language  killed  by  meticulous  dis- 
section of  masterpieces ?     Y . . .     N. . . 

5.  Are  first  English  courses  given  on  the  assumption 
that  all  freshmen  will  take  the  full  college  course  or 
on  the  assumption  that  probably  the  majority  will 
drop  out  before  taking  other  English;  i.e.,  is  this  com- 


English  Instruction:  Questions  299 

pulsory  English  vocational  preparation  for  later 
courses  that  many  will  not  take  ...  or  is  it  vocational 
preparation  for  mere  living  . . . ,  for  business  or  pro- 
fession . .  .,  and  for  enjoyment  of  literature  . . .  ? 

6.  What  is  done  to  learn  about  the  student's  reading  be- 
fore and  after  coming  to  college  ?     Do  English  teach- 
ers learn  whether  students  know  how  to  read  for 
pleasure  . . . ,  how  to  gain  a  story  from  a  page  with- 
out reading  every  word  . . .  ? 

7.  What  subjects  do  students  write  about?     Have  they 
to  write  something  ...   or  have  they  something  to 
write  . . .  ?     How  far  are  incidents  and  conditions 
of  vital  concern  to  students  used  as  clinical  matter 
in  English?     Would  current  magazines  and  newspa- 
pers furnish  a  shorter  cut  to  love  for  masterpieces 
than  does  forced  labor  at  masterpieces  or  themes 
about  masterpieces  ? 

8.  Have  we  ever  tried  substituting  assignments  in  ob- 
servation and  service  for  assignments  in  reading  and 
composition?     Y. . .     N... 

9.  Is  work  in  literary  and  debating  societies,  school  jour- 
nals, etc.,  credited  as  college  work  in  English?     F. . . 
N..-.     Is  class  rhetoric  made  vital  by  current  events 
. . .,  debates  . . .,  self-government  . . .,  tests  of  leader- 
ship . . .  ? 

10.  Is  individual  instruction  more  productive  than  class 
instruction  in  English? 

11.  Is  it  made  easy  for  instructors  in  other  than  English 
courses  to  secure  correction  and  improvement  of  stu- 
dent English ;  i.e.,  are  they  permitted  to  refuse  credit 
where    English    is     unsatisfactory?     Y...     N... 
May  they  subtract  10  or  25  points  for  deficient  form 
and  English  ?     Y . . .     N ...     Are  they  supplied  with 
slips  or  cards  by  which  they  may  notify  the  English 
department  of  a  student  needing  special  attention  to 
points  checked  on  this  slip?     Y. . .     N...     Is  the 
English  department  equipped  to  follow  up  promptly 
such  notifications?     F. . .     N. , 


300     Self -Surveys  by  Colleges  and  Universities 

12.  Do  English  instructors  visit  classes  in  other  courses 
to  observe  oral  English?     Y. . .     N... 

13.  Are  special  courses  offered  for  workers  in  special 
fields, —  engineering    . . . ,   medicine    .  . . ,   law    . . . , 
teaching  . . .  ? 

14.  What  general  reading  or  what  reports  upon  outside 
reading  are  required?     Do  English  instructors  meet 
students  socially  for  cultivation  of  literary  feeling  and 
expression?     Y...     N... 

15.  What    do    instructors    who    give    advance   English 
courses  note  from  observation  of  difficulties  and  ac- 
complishments of  beginning  courses? 

Some  years  ago,  Mr.  C.  R.  Rounds,  of  Wisconsin's  nor- 
mal inspectional  staff  and  later  of  its  university  faculty, 
made  a  number  of  suggestions  regarding  English  in  college 
classes,  which  are  repeated  here  for  use  by  self -surveyors : 

1.  That  instead  of  treating  freshmen  as  inferiors,  col- 
leges recognize  that  in  their  senior  high-school  year 
the  same  boys  and  girls  were  treated  as  refined,  re- 
sponsible, steady,  manly  and  womanly  young  people? 

2.  That  more  attention  be  given  to  oral  English,  be- 
cause we  talk  nearly  100  times  as  much  as  we  write; 
that  a  ban  be  put  on  incomplete  statements,  mumbles, 
and  monosyllables. 

3.  That  in  oral  and  written  work  more  use  be  made  of 
college  events  and  enterprises,  such  as  public  lectures 
and  entertainments,  papers  and  magazines,  outside  life 
of  students. 

4.  That  real  letters  to  real  people  be  liberally  used  in 
theme  work  to  recognize  the  need  for  ability  to  write 
frank,   courteous,   chatty,   interesting  matter  which 
some  one  wants  to  receive. 

5.  That  requirements  as  to  proper  spelling  of  possessive 
nouns,  capitalization  of  titles,  proper  punctuation  and 
form  be  rigorously  enforced. 

6.  That  in  the  first  literature  courses  warmth,  life,  spon- 
taneity, and  idealism  be  featured  and  not  suppressed. 


Language  Instruction:  Tests  3O1 

7.  That  the  importance  of  proper  method  in  teaching  be 
recognized  and  not  underestimated  or  ignored.     [To 
illustrate  poor  technique  Mr.  Rounds  cited  instructors 
who  read  themes  of  from  150  to  300  words  without 
having  told  students  what  elements  they  were  to  look 
for  and  then  asked  students  to  criticize  the  sentence 
construction  or  to  repeat  the  opening  paragraph.] 

8.  That  more  attention  be  given  to  the  art  of  question- 
ing.    An  instance  was  cited  of  a  professor  who  asked 
a  question  and  before  the  student  had  time  to  answer 
changed  the  question  five  times  so  that  the  student 
after  the  sixth  question  did  not  know  what  the  pro- 
fessor wanted. 

1 06.    Status  of  Foreign  Languages 

So  far  as  foreign  languages  are  compulsory  suggestions 
for  surveying  them  are  given  on  page  238.  If,  as  many 
believe,  the  status  of  foreign  languages  will  improve  when 
they  are  placed  upon  an  equal  footing  with  other  courses  and 
deprived  of  compulsion,  there  are  many  questions  to  be 
asked  about  foreign  languages. 

After  having  the  number  of  registrations  for  each  course 
offered,  it  is  important  to  know  the  distribution  of  grades 
given  by  each  instructor.  These  grades  will  show  what 
the  instructor  believes  is  acquired  from  his  course.  More 
vital  than  the  reason  cited  for  teaching  foreign  languages 
is  the  manner  and  content  of  such  teaching. 

I.  Is  the  direct  (speaking)  ...  or  indirect  (reading)  . . . 
method  employed?  If  the  speaking  method  is  not 
employed,  how  much  time  is  given  to  pronunciation  ? 
If  the  speaking  method  is  employed,  what  are  the 
evidences  that  it  is  successful?  How  are  results 
tested  ?  How  many  hours  a  week  are  given  to  speak- 
ing? How  many  chances  has  each  student  a  week? 
In  what  ways  is  the  classroom  opportunity  supple- 
mented by  out  of  class  opportunity,  as  at  a  special 
table  in  a  French  house,  on  a  German  hike  or  Zug, 
through  foreign  newspapers  or  magazines? 


302     Self -Surveys  by  Colleges  and  Universities 

2.  How  early  in  the  course  does  the  teacher  use  only  the 
foreign  language  ?    From  the  beginning  .  . .  ;  at  the 
middle  . . . ;  enough  . . .  ? 

3.  What  advance  courses  are  given  in  the  foreign  lan- 
guage only?     What  in  English  only? 

4.  How  much  and  what  kind  of  written  composition  and 
oral  composition  is  done  by  a  student  in  foreign  lan- 
guage?    How  often?     In  what  size  class? 

5.  What  concrete  evidences  are  there  that  students  taught 
by  the  direct  method  have  been  able  to  conduct  busi- 
ness or  professional  conversations  in  that  language? 

One  reason  why  the  direct  method  is  not  more  generally 
used  is  that  colleges  have  been  unable  to  obtain  men  and 
women  who  are  at  once  college  graduates,  capable  instruc- 
tors, and  capable  linguists.  It  is  easier  to  secure  persons 
who  combine  general  teaching  ability  with  a  reading  knowl- 
edge of  the  language,  hence  many  of  our  stronger  universi- 
ties are  found  to  have  both  beginning  and  advanced  classes 
in  foreign  languages  conducted  by  men  and  women  unable 
to  compose  and  pronounce  properly  the  simplest  sentence 
necessary  for  ordering  a  meal,  entertaining  a  customer,  or 
explaining  the  origin  of  the  European  war.  Where  this  in- 
direct method  is  found  the  first  question  should  be  Why  ?  — 
i.e.,  Do  we  have  it  because  we  want  it  or  because  we  do  not 
find  a  person  capable  of  teaching  the  conversational  method  ? 

Justification  for  the  indirect  method  is  by  no  means  lacking. 
Many  business  houses  want  ability  to  translate  Spanish  into 
English  without  ability  to  translate  English  into  Spanish 
or  to  speak  a  word  of  Spanish.  Graduate  students  want  to 
read  in  foreign  languages  without  expecting  to  write  or 
speak  in  those  languages.  Ability  to  pronounce  bromidic 
phrases  in  foreign  tongues  is  an  asset  worth  much  to  many. 
Distinction  may  be  gained  in  professions  and  careers  where 
ability  to  read  foreign  languages  is  or  seems  indispensable 
without  even  one's  intimates  discovering  one's  inability  to 
write,  pronounce,  or  speak  a  complete  sentence  in  those  lan- 
guages. 

What  a  particular  student  or  class  can  do  in  our  college 


Benefits  from  Foreign  Languages  303 

after  studying  a  foreign  language  six  months  or  four  years 
is  a  question  of  fact  easily  testable.  Even  the  extent  to 
which  his  English,  his  feeling,  his  vision,  his  sympathy  have 
become  refined,  cultured,  catholic,  can  be  tested.  The  main 
trouble  is  that  the  need  for  testing  has  been  obscured  by 
the  traditional  reasons  for  taking  foreign  languages,  such 
as  that  per  se  they  have  higher  disciplinary  value,  and  in  prac- 
tice are  better  taught  than  are  other  subjects.  This  alleged 
better  teaching  is  without  doubt  due  to  the  grammar  prob- 
lems involved  in  learning  foreign  languages;  elements  are 
cubbyholed  and  tackled  more  definitely  than  in  the  social  sci- 
ences and  the  content  has  a  broader  appeal  than  that  of 
mathematics  and  natural  sciences. 

Whether  a  foreign  language  gives  discipline  and  is  well 
or  badly  taught  is  to  be  learned  in  the  same  way  that  any 
other  fact  is  found  out,  by  analyzing  and  observing  the 
phenomena  under  discussion : 

1.  What  is  the  purpose  of  each  course  ? 

2.  How  many  students  have  taken  courses? 

3.  How  many  have  not  given  evidence  that  they  learned 
so  much  of  it  as  was  covered  in  their  course? 

4.  How  many  have  given  evidence  of  benefiting  in  pro- 
portion to  the  opportunity? 

5.  What  is  the  nature  of  that  evidence? 

6.  So  far  as  there  was  failure,  what  is  the  evidence  that 
the  fault  was  with  the  student,  or  with  the  method 
used  in  teaching,  or  with  the  instructor? 

7.  What  kinds  of  test  have  been  worked  out  by  each 
foreign-language  department  to  see  how  many  stu- 
dents obtain  the  minimum  they  are  expected  to  ob- 
tain? 

8.  Which  departments  have  and  have  not  worked  out 
the  minimum  essentials  which  must  be  obtained  from 
each  course  ? 

9.  If  survey  courses  in  foreign  literatures  are  given  in 
English,  why  should  there  be  foreign  language  pre- 
requisites; i.e.,  why  should  courses  not  be  thrown 
open  to  all  students  ? 


304     Self -Surveys  by  Colleges  and  Universities 

10.  If  the  engineer  who  elects  French  finds  German  un- 
necessary, and  the  engineer  who  chooses  German  finds 
French  unnecessary,  why  is  either  French  or  German 
necessary  for  an  engineer  who  reads  current  engineer- 
ing journals  in  English? 

In  few  colleges  will  foreign-language  faculties  welcome 
a  test  of  their  work  by  members  of  other  faculties,  at  least 
until  after  they  themselves  have  made  the  test.  Few,  how- 
ever, will  decline  to  work  out  tests  to  be  applied  by  them- 
selves. 

How  far  unbiased  consideration  of  the  need  for  and  suc- 
cess of  foreign  languages  in  a  given  college  is  made  dif- 
ficult by  the  "  vested  rights  "  idea  of  those  now  teaching 
foreign  languages  and  sister  compulsory  subjects  will 
quickly  develop  on  self -survey. 

The  case  for  requiring  foreign  languages  before  and 
after  admission  to  college  was  summarized  for  the  Uni- 
versity of  Wisconsin  survey  by  Dean  E.  A.  Birge  as  fol- 
lows: 

I.     Disciplinary 

1.  A  foreign  language  offers  a  definite  study,  with 
long-tested  and  well-established  methods.     Les- 
sons are  definite,  and  methods  definite.     The 
student  knows  what  he  has  to  do,  how  he  must 
do  it,  and  when  he  has  done  it.     The  teacher 
knows  how  much  to  assign,  and  can  test  imme- 
diately and  with  precision  the  amount  and  qual- 
ity of  the  student's  work. 

2.  It  demands  preeminently  constant,  close,  and  ac- 
curate work,  and  is  therefore  a  peculiarly  ef- 
ficient means  of  education. 

3.  It  demands  that  the  student  hold  closely  in  mind 
a  considerable  (but  not  unreasonable)  number 
of  facts  and  principles  and  apply  them  exactly 
in   numerous   cases   every   day.     It   demands 
memory,  accuracy,  and  precision  in  a  way  which 


Leadership  qualities  tested 


Carleton  College 


Learning  via  serving 


Carleton 


Making  hygiene  attractive  Carleton 

Rivaling  the  disciplinary  value  of  compulsory  languages 


Case  for  Foreign  Languages  305 

is  not  true  to  the  same  extent  of  any  other 
study. 

4.  It  requires  the  student  to  direct  his  attention, 
consciously,  to  the  basic   facts  of  language. 
This  comes  at  a  time  in  his  education  when  his 
knowledge  of  the  similar  facts  of  the  vernacu- 
lar has  become  in  large  measure  subconscious. 

5.  It  is  usually  given  in  continuous  courses  of  two 
or  more  years,  and  in  this  respect  has  an  advan- 
tage over  other  subjects  of  high-school  study 
as  a  preparation  for  college. 

II.     Linguistic 

1.  It  necessarily  requires  a  definite,  precise,  and 
discriminating  use  of  words.     Students  resent 
this  when  required  in  the  vernacular,  but  ac- 
cept it  as  a  matter  of  course  in  foreign  lan- 
guages. 

2.  It  necessitates  attention  to  accuracy  of  enuncia- 
tion and  correct  differentiation  of  sounds. 

3.  Learning  even  the  elements  of  a  foreign  lan- 
guage, the  student  gains  a  wholly  new  view  of 
the  nature  and  capacities  of  language. 

4.  For  these  and  other  reasons  it  is  a  most  im- 
portant instrument  of  training  in  the  use  of 
the  vernacular. 

5.  The  study  of  one  foreign  language  affords  a 
basis  for  the  study  of  any  other  one. 

III.     Literary 

1.  It  gives  a  fresh  view  of  literature,  and  one 
that  cannot  be  gained  from  similar  study  of  the 
vernacular  alone. 

2.  It  deals  with  a  limited  amount  of  reading  of 
acknowledged  literary  excellence. 

3.  It  gives  the  student  capable  of  such  training 
practice  in  the  nice  use  of  words,  which  can- 
not be  reached  as  directly  and  quickly  in  any 
other  way. 


306     Self -Surveys  by  Colleges  and  Universities 

4.  Even  a  two  years'  course  of  foreign  language, 
well  taught  in  a  high  school,  gives  a  new  point 
of  view  from  which  to  see  English  literature. 

JV.     Moral 

1.  The  student  who  attempts  in  high  school  a 
course  in  foreign  language  is  undertaking  a 
longer  and  more  important  piece  of  intellectual 
work  than  he  has  attempted  before.     The  com- 
pletion of  such  an  attempt  is  the  best  kind  of 
moral  preparation  for  success  in  the  continuous 
work  of  the  four  years  of  college. 

2.  It   makes    for  culture  and  enlightenment  by 
bringing  the  high-school  student  into  direct  con- 
tact with  the  words  and  thoughts  of  men  of 
other  countries  and  times. 

3.  It  develops  sympathy  and  understanding  for 
some  fundamental  aspects  of  life  and  thought 
of  foreign  peoples,  and  so  contributes  to  civiliza- 
tion. 

Colleges  contemplating  a  survey  of  their  foreign-language 
situation  will  do  well  to  have  the  foregoing  declaration 
of  faith  tested  and  the  above  listed  questions  answered  by 
both  foreign-language  and  other  faculties.  In  addition,  the 
management  or  faculty  committee  may  wish  to  ask  the  fol- 
lowing questions.  When  the  University  of  Wisconsin  an- 
swered similar  questions  from  experience  its  faculty  recom- 
mended a  course  with  no  required  foreign  language. 

1.  How  many  students  would  take  foreign  languages  if 
they  were  not  compelled  to  take  them? 

2.  Are  foreign  languages  as  effectively  taught  as  they 
would  be  if  they  were  compelled  to  compete  with  other 
subjects  for  the  interest  of  students?     Y. . .     N. . . 

3:.  How  many  students  now  elect  foreign  languages  be- 
yond the  number  of  hours  of  work  which  they  are 
compelled  to  take? 

4.  If  it  is  necessary  to  give  general  foreign-language 
literary  courses  in  English  in  order  that  advanced  stu- 


Foreign  Languages:  Self-Survey  Questions     307 

dents  of  foreign  languages  may  understand,  why 
should  not  these  courses  require  previous  work  in 
German  or  French,  and  why  should  they  not  be  open 
to  all  students  ? 

5.  How  many  students  would  like  an  opportunity  to 
learn  while  at  college  to  speak  foreign  languages  ? 

6.  What  benefits  does  a  student  receive  from  a  foreign 
language,  who  obtains  in  his  final  examination  a  mere 
passing  mark  ? 

7.  Is  indifferent  work  or  poor  training  in  foreign  lan- 
guages better  discipline  or  better  cultivation  than  ex- 
cellent work  in  another  subject?     Y. . .     AT...     Is 
there  any  reason  why  any  subject  taught  in  the  uni- 
versity cannot  be  so  organized  and  presented  that  the 
student  will  receive  as  much  benefit  from  the  learning 
process  as  from  the  learning  process  in  foreign  lan- 
guages ? 

8.  Should  any  subject  be  taught  in  a  university  merely 
for  the  sake  of  keeping  alive  the  teaching  of  that  sub- 
ject in  high  schools  ? 

9.  Would  it  be  well  to  offer  students  an  opportunity  to 
elect  sections  where  they  might  learn  to  speak  ? 

10.  Why  are  there  so  few  students  in  advanced  courses  in 
foreign  languages  in  proportion  to  the  very  large  num- 
bers who  are  compelled  to  take  these  courses  during 
their  freshman,  sophomore,  and  later  years  ? 

11.  If,  as  the  engineering  requirements  indicate,  it  is  felt 
by  at  least  one  college,  that  concentration  upon  one 
language  is  more  effective  before  entrance,   would 
there  not  be  a  similar  advantage  to  the  student  after 
entrance  in  taking  16  units  of  one  language  rather 
than  dividing  two  years  between  two  languages  ? 

12.  What  advantage  is  there  to  students  who  do  not  pur- 
sue foreign  languages  beyond  the  elementary  and  re- 
quired courses?     In  what  ways  do  these  advantages 
show  in  the  study  of  other  languages  ? 

13.  If  one  of  the  main  reasons  for  requiring  foreign  lan- 
guages is  that  better  methods  have  been  worked  out 


308     Self -Surveys  by  Colleges  and  Universities 

for  teaching  foreign  languages  than  for  teaching 
other  subjects,  should  colleges  continue  to  require  for- 
eign languages,  or  take  steps  to  insure  equally  efficient 
instruction  in  other  subjects  both  in  the  high  schools 
and  in  the  university  ? 

14.  Of  what  practical  use  to  an  advanced  scholar  in  other 
subjects  than  foreign  languages  is  the  degree  of  ability 
to  use  foreign  languages  which  is  brought  out  by  the 
present  examinations  for  doctor's  degrees  ? 

15.  Should  the  major  professor  in  charge  of  the  work  of 
a  candidate  for  a  doctor's  degree  certify  not  merely 
to  the  ability  of  a  student  to  use  the  foreign-lan- 
guage resources  in  that  department,  but  also  to  the 
fact  that  this  student  has  actually  been  making  use 
of  such  resources? 

1 6.  What  justification  is  there  for  compelling  college  men 
and  women  to  take  modern  and  foreign  languages, 
besides  keeping  no  one  knows  how  many  other  quali- 
fied   students    out    of    college,    when    distinguished 
leaders  in  all  professions  including  college  managers 
never  had  one  of  those  languages? 

17.  How  far  does  actual  practice  show  that  the  study  of 
foreign  languages  produces  the  results  defined  in  the 
above  statement  of  the  dean  of  a  college  of  arts 
which  does  the  teaching? 

1 8.  Should  all  elementary  language  courses  be  called  sub- 
freshman  courses  without  credit,  and  be  shifted  as 
rapidly  as  possible  to  high  schools  ? 

Instead  of  compelling  students  to  take  what  does  not  ap- 
peal to  them  and  what  will  not  help  them  unless  it  does  ap- 
peal to  them,  modern  education  would  so  organize  and  so 
present  any  subject  that  each  student  taking  it  must,  in  the 
words  of  James  Bryce,  "  draw  sufficient  mental  stimulus 
and  nourishment  from  it  to  make  it  a  real  factor  in  his  edu- 
cational growth." 

"  The  conflict  is  not  between  letters  and  science,"  says 
Lord  Bryce, "  but  between  a  large  and  philosophical  concep- 
tion of  the  aims  of  education  and  that  material,  narrow,  and 


Grading  Needs  to  be  Surveyed  3°9 

often  vulgar  view  which  looks  only  to  immediate  practical 
results  and  confounds  pecuniary  with  educational  values." 

107.    Methods  of  Grading  Students'  Work 

Several  new  theories  are  gaining  headway  in  college  grad- 
ing :  that  there  is  a  "  normal  distribution  "  of  marks  for  a 
class ;  that  there  should  be  more  publication,  especially  as  to 
students  engaged  in  outside  activities,  of  those  who  excel 
and  those  who  fail ;  that  not  even  upon  inquiry  should  stu- 
dents know  their  grades  except  when  unsatisfactory;  that 
all  marks  should  be  dispensed  with  except  passed  and  not 
passed ;  that  no  work  is  creditable  unless  correct  or  useful ; 
that  the  only  marking  worth  while  is  the  factored  marking 
which  discloses  to  each  student  where  he  can  do  better  to- 
morrow than  today. 

Conditions  and  not  theories  confront  college  instructors 
and  managers.  We  have  marking.  What's  more,  mark- 
ing is  here  to  stay.  Examinations  are  costing  a  small  for- 
tune every  year.  They  cost  time,  worry,  and  earnest  ef- 
fort. Before  they  are  abolished  or  lengthened  or  shortened 
or  otherwise  changed,  they  need  to  be  examined  by  ad- 
ministrative officers  and  faculties.  With  few  exceptions 
surveyors  will  learn  more  from  studying  instructors' 
methods  of  marking  than  from  studying  students'  marks. 

The  first  step,  therefore,  is  to  ascertain  what  the  practice 
is;  what  basis  of  marking  is  used  by  each  instructor  —  i.e., 
what  weight  to  term  work  and  examination  —  class  quizzes, 
special  quizzes,  term  papers,  laboratory  notes,  English  used, 
etc. ;  how  far  the  basis  is  defined  by  departments ;  in  what 
ways  the  grading  by  individual  instructors  is  checked  by  col- 
leagues or  superior  officers;  what  use  is  made  of  examina- 
tion results  for  the  benefit  of  individual  students  marked 
and  for  the  benefit  of  all  students  in  the  course;  what  ad- 
ministrative use  is  made  of  marking  by  deans  and  president. 

What  people  say  about  their  marking  is  far  less  to  the 
point  than  are  concrete  evidences  of  marking  found  in  stu- 
dent papers.  Why  should  not  every  faculty  ask  a  com- 
mittee or  administrative  officers 


310     Self -Surveys  by  Colleges  and  Universities 

1.  To  secure  answers  to  questions  given  in  Appendix, 
pages  364  ff.  ? 

2.  To  collect   for  a  semester  all   formal  examination 
papers  ? 

3.  To  collect  for  a  fortnight  all  informal  papers,  includ- 
ing daily  themes  ? 

4.  To  collect  for  a  semester  all  notebooks,  including 
notes  on  readings  and  classroom  notes,  as  well  as  re- 
quired experiment  notes,  etc.? 

5.  To  have  answer  compared  with  grade,  point  for  point  ? 

6.  To  list,  for  reference  back  to  instructors,  all  cases 
where  reviewers  feel  that  marking  was  too  high  or 
too  low  ? 

7.  To  "  high  spot "  and  "  low  spot  "  the  action  of  in- 
structors as  shown  by  evidences  on  the  papers  that 
opportunities  to  help  students  were  or  were  not  used  ? 

8.  To  learn  by  inquiry  steps  taken  by  each  instructor  to 
help  the  whole  class  benefit  from  strong  or  weak 
points  in  student  papers? 

9.  To  compute  the  cost  to  this  college  of  examinations, 
including  time  of  faculty  and  students? 

10.     To  list  changes  in  procedure  which  are  shown  to  be 
advisable  ? 

The  facts  for  our  college  are  infinitely  more  important 
than  the  facts  for  examination  and  grading  in  all  colleges. 
A  grade  may  be  an  index  to  student  achievement.  The 
paper  or  work  graded,  however,  is  an  index  primarily  to 
student  need  and  instructor  opportunity.  Where  faculties 
keep  their  eyes  on  student  need  and  instructor  opportunity, 
the  reading  and  grading  of  student  work  can  hardly  become 
a  perfunctory  bore.  So  easy  is  it  for  grading  to  become 
perfunctory  that  surveyors  will  not  be  surprised  to  find 
weaknesses  like  these: 

1.  Plagiarism  condoned  or  not  discovered. 

2.  Different  standards  used  by  the  same  instructor  for 
the  same  classes. 

3.  Incorrect  answers  receiving  full  credit;  incomplete 


Averaging  Grades,  Worse  than  Useless       311 

answers  receiving  the  same  credit  as  complete  an- 
swers. 

4.  An  average  for  class  work,  mid-semester  examina- 
tions, and  finals  higher  than  any  one  of  the  three. 

5.  Incorrect  English  accepted,  including  incorrect  punc- 
tuation and  paragraphing. 

6.  Slovenly  form  accepted. 

7.  Incorrect  English  and  slovenly  form  not  even  noted 
by  instructor. 

8.  Inadequate,   incomplete,   unvital   questions  that  too 
often  do  not  deserve  the  time  required  for  answering 
them. 

Two  ways  of  surveying  grades  will  be  found  to  help  lit- 
tle or  actually  to  injure;  viz.,  the  " normal  curve"  survey 
and  the  "  average  "  survey. 

Averages  and  norms  are  as  misleading  and  useless  when 
surveying  grades  as  when  surveying  instructors.  A  fatal 
error  of  this  method  is  that  it  analyzes  marking  and  not 
instructional  efficiency  or  student  need.  As  Superintendent 
Hughes  of  Sacramento  recently  pointed  out,  not  even  does  a 
student  have  an  average.  If  he  begins  badly  and  ends  well, 
splitting  the  difference  states  no  fact  about  him  and  omits 
the  fact  that  both  he  and  his  instructor  have  gained  solid 
ground.  The  instructor  who  marks  one  student  A  and  the 
next  student  C  has  not  given  an  average  mark  of  B.  If 
instructors  give  on^  30  A's  and  the  other  30  B's,  their  aver- 
age is  not  halfway  between  A  and  B.  Averages  for  a  class 
conceal  differences  within  the  class.  Averages  for  a  de- 
partment conceal  differences  within  a  department.  Aver- 
ages for  a  college,  even  if  complete,  lend  themselves  to  no 
administrative  use.  Finally,  averages  do  not  account  for 
students  who  drop  out.  The  number  of  students  receiving 
each  grade,  the  number  failed,  and  the  number  dropped  out 
are  called  for  in  term  reports  by  several  colleges.  So  long 
as  they  are  used  to  raise  and  answer  questions  about  the  in- 
structor reporting  them,  these  facts  are  serviceable. 

The  normal  curve  theory  of  grading  epitomizes  the  hu- 
man yearning  for  "  a  level  road  in  a  hilly  country,"  for  a 


312     Self -Surveys  by  Colleges  and  Universities 

rule,  a  formula,  a  panacea.  What  is  simpler  when  con- 
fronting 50  history  papers  than  to  decide  in  advance  that 
the  normal  curve  shall  be  used:  "2%  excellent;  2%  failed; 
23%  good;  23%  poor;  50%  fair"?  The  trouble  with  this 
theory  is  that  it  fits  the  mark  not  to  the  written  or  spoken 
work  before  the  faculty  but  to  a  statistical  curve  that  never 
fitted  any  particular  individual,  class,  or  situation.  In  fact, 
while  this  paragraph  was  going  through  the  press  it  was 
discovered  that  7%,  not  2%,  should  fail  and  38%,  not  50%, 
should  be  average. 

Whether  "  A  "  is  too  high,  right,  or  too  low  should  de- 
pend only  on  what  the  student  has  done  when  compared 
with  what  the  instructor's  questions  or  requirements  call 
for.  The  only  legitimate  use  for  the  normal  curve  in  grad- 
ing is  to  make  sure  that  throughout  a  term  or  throughout 
a  college  the  instructors  use  the  same  standard  of  value  for 
reading,  recitation,  laboratory,  or  library  notebook  examina- 
tion or  for  progress  or  attainment.  It  is  important  to 
know  whether  in  different  sections  of  the  same  subject  oral 
recitation  alone  has  twenty  different  values  ranging  from 
5%  to  90%,  as  in  one  large  department  recently  studied. 

As  the  unfactored,  unexplained  grading  of  a  student  will 
unquestionably  give  way  to  the  type  of  character  and  per- 
sonality grade  which  is  being  kept  by  Wisconsin  Library 
School,  Rhode  Island  State  College,  Pratt  Institute,  Kansas 
State  Agricultural  College,  etc.  (see  Record  Aids),  there 
will  always  remain  the  necessity  for  grading  and  annotating 
written  work  so  that  the  student  will  "  see  himself  as  in  a 
looking  glass." 

108.    Students'  Written  Work 

One  of  the  most  helpful  courses  I  ever  had  at  college  was 
a  course  in  economics  in  which  we  were  required  to  hand  in 
every  day  our  own  abstract  of  the  text  assigned  for  that 
day.  Professor  William  Hill  gave  more  attention  to  our 
abstracts  than  to  our  recitations.  Later,  when  I  was  my- 
self an  instructor  at  the  University  of  Pennsylvania,  I  gave 
four  classes  in  political  science  the  choice  between  taking 


Written  Work:  Useful  Indexes  313 

a  written  examination  or  compiling  five  significant  proposi- 
tions from  each  chapter  of  Bryce's  Volume  II  on  the  Amer- 
ican Commonwealth.  Student-like,  the  verdict  was  unani- 
mously for  abstracting  Bryce.  They  builded  better  than 
they  knew. 

Written  work  furnishes  several  indexes  important  to  sur- 
veyors. It  indexes  student  need;  student  effort;  student 
attainment;  student  facility;  student  pains;  student  form; 
student  English ;  student  imagination ;  student  conception  of 
the  instructor's  requirements.  It  also  indexes,  especially 
after  it  has  been  marked,  similar  characteristics  of  the  in- 
structor. After  college  the  student's  success  will  depend 
very  largely  upon  what  he  does  and  what  he  requires  of 
others  by  way  of  written  work.  Mistakes  and  inadequacies 
which  an  instructor  overlooks  in  written  work  are  a  far 
better  index  to  what  he  is  giving  and  what  the  student  is 
getting  than  is  the  instructor's  syllabus  or  the  department's 
nominal  plan  for  supervision. 

One  reason  why  tests  of  written  work  are  deprecated  by 
educators  is  that  the  base  has  been  too  narrow.  For  ex- 
ample, in  New  York  City  where  the  Gary  idea  is  being 
tried  out  it  is  manifestly  unreasonable  to  limit  the  examina- 
tion of  written  work  to  the  papers  handed  in  on  one  occa- 
sion. It  would  quite  as  manifestly  promote  understanding 
of  the  Gary  idea  if  written  work  for  a  term  were  pre- 
served and  studied  with  respect  to  penmanship,  care,  imag- 
ination, interest,  content,  purpose  fulness,  initiative,  and 
progress. 

Refusal  to  credit  work  in  engineering  and  history  unless 
it  is  creditably  expressed  in  English  means  that  students  do 
not  leave  their  interest  in  English  behind  in  the  English 
classroom.  Reference  to  the  English  department,  by  word 
or  slip,  of  all  history  papers  badly  written  and  all  students 
whose  English  in  history  classes  shows  need  for  special  at- 
tention means  that  three  factors  are  thinking  about  this  im- 
portant vocational  requirement:  (i)  the  student;  (2)  the 
history  instructor;  and  (3)  the  English  instructor.  Refusal 
to  accept  a  mathematics  paper  that  is  not  in  presentable 


314     Self -Surveys  by  Colleges  and  Universities 

form  means  that  students  will  acquire  and  habitually  prac- 
tice the  minimum  essentials  of  proper  form.  On  the  other 
hand,  colleges  that  accept  slovenly  workmanship  in  written 
papers  accept  slovenly  workmanship  in  oral  recitations  and 
shift  to  later  employers  the  painful  and  expensive  task  of 
correcting  slovenly  habits.  In  addition  to  all  that  it  costs 
the  later  employer,  it  costs  the  college  in  reputation  lost,  in 
confidence  lost,  and  in  time  and  opportunity  lost. 

Wherever  surveyors  seek  to  explain  instructor  relation  to 
student  or  student  relation  to  his  opportunity  they  will  do 
well  to  ask  that  the  following  types  of  written  work  be  sub- 
mitted for  survey  analysis : 

1.  All  examination  papers  after  they  have  been  graded 
and  marked. 

2.  Student  notebooks,  including  notes  on  readings  — 
these  are  what  later  the  world  will  call  working 
papers. 

3.  Informal  papers  submitted  to  instructors. 

4.  Term  essays. 

Regarding  this  source  of  information  about  student  courses 
and  instructor,  questions  like  these  will  be  asked : 

1.  What  written  work  is  required? 

2.  How  heretofore  have  the  results  of  examining  writ- 
ten work  been  used  for  improving  instruction  or  for 
helping  individual  students  ? 

3.  What  concrete  hints  for  improving  instruction  do  the 
papers  examined  disclose? 

4.  In  what  instances  is  incorrect  work  graded  as  correct? 

5.  How  much  of  an  answer  may  be  wrong  and  still  re- 
ceive a  passing  mark  ? 

6.  Is  plagiarized  or  frankly  borrowed  material  accepted  ? 

7.  What    instances    are    there    of    incorrect    English? 
What  evidence  is  there  that  they  have  been  noticed 
by  the  instructors?   -What  suggestions  or  comments 
have  been  made? 

8.  Are  minimum  essentials  of  good  form  insisted  upon 
. . .  ;  proper  margins  . . .  ;  organization  of  material 


Testing  Instructors'  Questions  315 

. . . ;  paragraphing  . . .  ;  proper  capitalization  . .  .  and 
punctuation  . . .  ?  Is  form  stressed  to  the  neglect  of 
content?  Y...  N... 

9.  Has  the  student  to  say  something  ...  or  has  he 
something  to  say  . . .  ;  i.e.,  how  much  personality,  in- 
itiative, naturalness,  and  interest  does  a  student  ex- 
press ? 

10.  Are  student  notebooks  or  working  papers  graded? 
Y. . .  N...  How  often?  How  exactingly? 
Are  all  drafts  of  written  work  handed  in  ...  or  just 
the  final  draft  . ...  ? 

When  written  tests  given  to  college  students  are  com- 
pared with  the  importance  attached  to  the  results,  the  unsuit- 
ability  of  the  test  is  often  appalling.  Even  the  central  ex- 
amining boards  sometimes  miss  it  in  their  idea  of  minimum 
or  typical  essentials.  Of  33  students  admitted  without  ex- 
amination in  history,  only  one  passed  the  questions  used  by 
the  College  Entrance  Board.  Of  16  admitted  without  ex- 
amination, only  one  obtained  as  high  a  mark  as  42  in  ge- 
ometry, five  were  marked  20  and  above,  four  between  10 
and  19,  and  seven  o. 

Merely  calling  for  questions  that  have  been  asked  or  are 
to  be  asked  will  appreciably  raise  the  standard  of  question- 
ing in  any  college. 

Centralizing  responsibility  within  a  department  —  in  a 
chairman  or  committee  —  for  objectively  reviewing  each  in- 
structor's questions  will  do  much  to  insure  proper  attention 
to  this  problem.  Often  instructors  in  other  departments, 
like  a  committee  from  allied  departments,  will  detect  lack  of 
plan,  pettiness,  indifference,  unreasonable  demands,  etc., 
that  escape  insiders. 

Whether  questions  test  memory  or  power;  whether  they 
invite  and  compel  or  forbid  exhibition  of  student  initiative, 
naturalness,  imagination,  constructive  power,  is  quickly 
apparent.  For  example,  it  is  important  for  every  college 
which  is  preparing  teachers,  to  know  whether  questions  in 
class,  quizzes,  and  finals  ask  who  Herbart  was  or  ask  stu- 
dents to  "  point  out  specifically  how  you  now  feel  that  your 


316     Self -Surveys  by  Colleges  and  Universities 

teaching  attitude,  purpose,  method,  emphasis,  will  be  af- 
fected by  your  study  of  Herbart," —  a  la  M.  V.  O'Shea. 

109.    Lecture  and  Over-Lecture 

In  theory  the  lecturer  saves  time  for  the  student.  In 
practice  he  often  wastes  time  by  giving  the  student  less  in  an 
hour  than  could  be  obtained  by  reading.  In  theory  the  lec- 
turer illuminates  the  subject  with  results  of  research  and 
personal  experience.  In  practice  the  lecturer  often  absorbs 
more  light  than  he  reflects.  In  theory  the  lecture  is  not 
only  fitted  to  students  but  is  intended  to  stimulate  and  in- 
form students.  In  practice  the  lecture  often  dulls  the  stu- 
dent's sensibilities  and  inhibits  the  desire  to  question,  read, 
or  think. 

To  a  greater  extent  than  has  ever  yet  been  tried  it  is  pos- 
sible for  lecturers  to  mimeograph  their  lectures  for  distribu- 
tion among  students  and  thus  release  time  for  finding  out 
each  student's  difficulties  and  abilities;  teaching  students 
how  to  study;  reviewing  notes;  encouraging  independent 
thinking. 

Wherever  students  have  been  questioned,  whether  as 
undergraduates  or  as  alumni, —  i.e.,  at  Chicago  and  Wis- 
consin,—  they  report  serious  criticisms  of  the  quantity  and 
quality  of  lecturing.  Every  faculty  member  can  profitably 
ask  regarding  his  own  lectures : 

1.  Which  courses  have  I  given  this  year  substantially  as 
given  once,  twice,  or  five  times  before? 

2.  If  I  read  notes,  do  I  also  study  my  students?     Y . . . 
N. . .     How  do  I  test  their  benefits  received? 

3.  How  many  and  which  students  in  each  class  seem  un- 
responsive to  my  lecturing?    What  chances  to  re- 
spond do  I  offer? 

4.  How  carefully  do  I  prepare  each  lecture? 

5.  Could  I  sell  these  lectures  to  a  scientific  journal? 
Y...     N... 

6.  Could  I  hold  a  body  of  alumni  or  of  professional  col- 
leagues by  these  same  lectures  ?     Y. . .     N... 


Individual  Instruction  '317 

7.  How  far  and  how  successfully  do  I  attempt  to  utilize 
the  experience,  observations,  and  other  studies  of  stu- 
dents or  myself? 

A  personal  experience  with  one  substitute  for  lecturing  is 
relevant  here.  At  the  University  of  Pennsylvania  several 
sections  took  a  course  entitled  "  Practical  Politics,"  which  be- 
gan with  the  issues  of  the  national  campaign  for  President 
in  1900.  Campaign  textbooks  and  party  papers  were  read 
and  discussed  and  clippings  classified.  Bryce's  American 
Commonwealth,  second  volume,  was  then  intensively 
studied.  One  senior  section  clearly  had  insufficient  back- 
ground in  economics  and  politics.  I  asked  the  dean  if  in- 
stead of  meeting  them  and  alternately  lecturing  and  quiz- 
zing I  might  deal  with  members  individually  and  try  to  in- 
terest them  in  the  basic  literature  of  economics  and  political 
science  or,  at  least,  in  using  their  own  minds  when  thinking 
about  public  questions.  Permission  was  given  and  an- 
nouncement made  that  instead  of  meeting  three  times  a 
week  as  heretofore  we  should  meet  once  in  two  weeks  for 
class  sessions  but  that  I  would  be  in  our  room  at  each 
scheduled  hour  for  personal  conference  and  informal  dis- 
cussion. We  then  took  up,  one  man  at  a  time,  his  present 
interest;  his  past  reading;  what  he  was  going  to  do  after 
graduating,  etc.  One  prospective  journalist  started  with 
Bemis'  Monopolies.  The  class  funny  man  started  with 
Veblen's  Theory  of  the  Leisure  Class.  Another  who  in- 
sisted he  never  had  been  interested  in  anything  finally  de- 
veloped an  interest  in  postal  savings  banks  because  of  a 
prospective  trip  to  England. 

Two  results  were  gratifying.  A  much  greater  amount  of 
reading  was  done  than  could  have  been  required;  and  the 
regular  attendance  during  the  five  voluntary  conference 
hours  was  higher  than  earlier  when  attendance  was  com- 
pulsory. Incidentally  the  instructor  worked  harder,  cov- 
ered more  ground,  hit  more  marks,  answered  more  ques- 
tions, than  in  many  terms  of  lecturing.  Instructors  teach 
more  by  stimulating  than  by  anticipating  questions. 


318     Self -Surveys  by  Colleges  and  Universities 

no.    Specialization  and  Overspecialization 
Three  phases  of  over  specialization  are  general: 

1.  By  student  in  selecting  work. 

2.  By  instructor  in  presenting  material. 

3.  By  departments  in  course  of  study. 

The  sections  on  correlation,  course  of  study,  and  research 
suggest  problems  for  self -surveyors.  The  short  cut  is  to 
watch  what  happens  to  students  and  to  see  what  means  of 
testing  results  are  officially  employed. 

in.     The  Point  System  of  Improving  Scholarship 

No  college  is  without  a  minimum  quality  of  work  which 
it  will  accept.  The  nominal  minimum  varies.  The  actual 
minimum  varies  still  more.  Some  institutions  have  not  the 
heart  to  dismiss  any  student,  whatever  his  scholarship,  so 
long  as  he  does  not  burn  down  the  college  buildings  or  play 
jokes  on  instructors. 

Having  established  the  required  passing  mark  colleges 
find  that  many  students  are  entirely  satisfied  so  long  as  their 
work  permits  them  to  remain.  They  will  do  the  least  pos- 
sible amount  of  work  of  the  poorest  possible  quality.  No 
college  wants  to  have  a  large  percentage  of  these  "  border  " 
men.  Hence  various  devices  to  force  up  the  standard. 
Raising  the  standard  of  admission,  of  athletics  and  other 
outside  activities  is  one  method.  The  point  system  or  honor 
system  is  another.  This  means  that  in  addition  to  a  min- 
imum number  of  passing  grades  or  credits  it  is  necessary 
for  students  to  have  a  certain  percentage  of  honor  points 
above  mere  passing. 

Counting  ten  A's  as  more  than  the  equivalent  of  ten  C's 
will  be  universally  approved.  Refusing  to  graduate  a  stu- 
dent who  has  failed  to  secure  an  average  better  than 
"  passed  "  will  raise  protests  not  only  from  student  victims 
of  their  own  neglect  or  inability  but  also  from  parents,  out- 
side friends,  and  in  the  case  of  state  institutions  from  offi- 
cial boards  of  visitors  and  legislatures.  The  Wisconsin 
board  of  official  visitors  protested  that  it  was  inconsistent 


Point  System  in  Scholarship  319 

to  mark  a  student  "  passed  " —  i.e.,  satisfactory  in  credits 
totalling  the  minimum  required  for  graduation  —  and  then 
refuse  graduation  because  the  student  had  not  done  better 
than  satisfactory  work.  It  may  prove  easier  to  eliminate 
such  students  during  a  course  than  to  refuse  them  gradua- 
tion. 

Use  of  the  point  system  to  stimulate  competition  for 
recognition  among  students  and  among  fraternities,  between 
sexes,  etc.,  will  go  on  independently  of  the  decision  any  col- 
lege makes  as  to  actually  refusing  graduation,  if  the  points 
do  not  exceed  the  credits  earned  by  eight  or  twenty. 

Dean  Jones  of  Yale  reported  in  1916  that  the  committee 
on  sophomore  class  administration  regarded  as  beneficial  the 
"  system  of  quality  credits,"  and  recommended  that  warn- 
ings be  issued  to  all  men  failing  to  earn  eleven  quality 
credits. 

At  Miami  University  average  ability  in  a  subject  by  stu- 
dents of  recent  years  is  taken  as  the  base.  For  exceeding 
that  average  grades  of  A  and  B  are  given ;  for  falling  below 
it  up  to  20%  the  grade  of  D  is  given;  all  other  grades  of 
partial  or  complete  failure  are  reckoned  as  zero  in  all  com- 
parative statements. 

The  purpose  in  taking  average  ability  is  to  avoid  the 
former  system,  which  Miami  said  "  was  to  predicate  a 
standard  of  absolute  perfection  and  rate  down  from  that 
point,  .  .  .  which  system  is  difficult  of  application  since 
the  standard  is  of  itself  impossible  and  even  the  approxima- 
tion of  it  depends  upon  many  variable  factors."  The 
weighting  of  grades  by  Miami  is  this : 

Hours  of  A  count  each  130% 
Hours  of  B  count  each  115% 
Hours  of  C  count  each  100% 
Hours  of  D  count  each    80% 
Other  hours  o,  no  credit  be- 
ing given  at  all  for  unsatis- 
factory work 

Please  note  that  average  ability  at  Miami  means  average 
grades  earned. 


320     Self -Surveys  by  Colleges  and  Universities 
112.    Segregation  of  Sexes  in  Certain  Courses 

That  men  and  women  should  have  separate  dormitories 
and  so  far  as  practicable  should  lodge  in  separate  private 
houses,  is  an  agreed-upon  minimum  essential  of  college  man- 
agement. That  it  is  not  necessary  to  segregate  men  and 
women  in  dining  rooms  is  similarly  agreed.  Whether  if 
financially  possible  it  is  better  to  have  sexes  in  separate 
classes  for  undergraduate  work  is  still  an  open  question 
in  many  quarters. 

Whether  a  small  college  or  a  tax-supported  college  should 
or  should  not  segregate  the  sexes  is  not  only  unsettled  but 
is  a  profitless  question,  because  nothing  is  clearer  than  that 
this  country  refuses  to  consider  working  such  educational 
plants  at  less  than  their  maximum  capacity.  Our  genera- 
tion refuses  to  deny  women  education  simply  because  mix- 
ing them  with  men  may  theoretically  be  less  advantageous 
to  them  and  to  the  men  than  separate  instruction. 

Because  we  have  rejected  segregation  so  far  as  attend- 
ance at  most  private  colleges  is  concerned  and  at  practically 
every  publicly  supported  institution,  as  in  every  high  school 
where  city  funds  do  not  permit  equal  facilities  for  both 
sexes,  is  no  reason  why  segregation  should  not  be  adopted 
within  a  college  wherever  separation  of  sexes  will  benefit 
men  and  women  alike  or  either  of  them. 

Nobody  expects  a  coeducational  institution  to  have  mixed 
classes  in  gymnasium  work.  Only  now  and  then  does  any 
one  suggest  mixed  classes  in  sex  hygiene.  No  serious  ob- 
jection will  be  raised  to  experiments  which  will  answer 
several  questions  now  troubling  students  of  college  instruc- 
tion: 

1.  Is  it  true,  as  many  teachers  of  English  maintain,  that 
men  students  are  so  self-conscious  in  English  courses 
that  they  avoid  such  courses  rather  than  exhibit  to 
women  students  their  efforts  to  improve  self-expres- 
sion?    Y...     N...     f... 

2.  Is   it  true   that   for  similar   reasons  women  evade 
classes  where  success  depends  upon  discussion,  as  in 


Poultry  husbandry 


University  of  California 


Sex  segregation  via  interest  segregation  California 

Coeducation  permits  sex  segregation  too 


How  Certain  Courses  Affect  Sexes          321 

economics,  political  science,  sociology?  Y. . . 
N. . .  f...  How  men  and  women  elect  subjects 
can  easily  be  learned.  Whether  their  reason  for 
evading  subjects  is  the  presence  of  the  other  sex  can 
be  learned  partially  by  comparing  electives  in  educa- 
tional and  coeducational  institutions,  but  best  of  all 
by  experimentation  within  each  college. 
3.  Is  it  possible  that  even  where  in  a  large  lecture  sec- 
tion sexes  are  advantageously  combined  they  would 
be  more  profitably  quizzed  on  these  lectures  in  sepa- 
rate sections? 

113.     The  Junior  College 

Two  different  conditions  are  being  called  junior  college : 
a  segregated  college  of  under  classmen  within  a  college  or 
university  which  for  administrative  and  instructional  pur- 
poses draws  a  line  between  the  comparative  immaturity  of 
freshmen  and  sophomores,  and  comparative  maturity  of 
juniors  and  seniors;  secondly,  courses  in  local  high  schools 
scattered  throughout  a  state  which  offer  continuation  in- 
struction of  college  grade. 

After  learning  whether  a  college  will,  with  or  without  ex- 
amination, accept  work  of  college  grade  done  in  high 
schools,  several  other  questions  will  be  asked : 

1.  Do  all  high  schools  know  that  such  work  will  be  ac- 
cepted?   Y...     N... 

2.  Which  high  and  preparatory  schools  can,  with  reason- 
able effort  and  expense,  extend  high-school  work  one 
half  year  or  a  year? 

3.  Will  more  students  go  to  college  if  part  of  their  work 
can  be  done  at  home  high  schools  without  expense 
for  tuition  and  living? 

4.  Will  the  total  tuition  obtainable  by  colleges  be  in- 
creased or  decreased  if  they  make  it  easy  for  students 
to  secure  a  degree  in  less  than  four  years  of  resi- 
dence ? 

s.     Would  it  extend  the  radius  from  which  students  come 


322     Self -Surveys  by  Colleges  and  Universities 

to  college  if  for  introductory  college  courses  there 
could  be  three  or  ten  or  twenty  centers  in  a  state  ? 

6.  Provided  students  pass  satisfactorily  the  test  of  the 
college  itself  as  to  college-grade  work  done  in  high 
school,  what  if  any  complications  will  such  students 
cause  in  college  organization? 

7.  Would  students  be  inclined  to  stay  on  in  high  school 
even  when  sure  they  could  not  finish  a  college  course, 
if  credits  beyond  the  high-school  courses  were  recog- 
nized by  colleges  and  universities  so  that  these  stu- 
dents could  think  and  speak  of  themselves  as  having 
had  two  or  eight  or  twelve  college  credits  ? 

8.  Would  it  be  fair  to  taxpayers  for  state  universities 
to  encourage  junior  colleges  by  declining  to  give  cer- 
tain elementary  work  or  by  offering  inducements  to 
have  work  taken  in  high  schools  or  small  colleges  ? 

9.  If  colleges  admit  from  high  schools  upon  examina- 
tion, will  history  repeat  itself  and  call  upon  colleges 
to  accept  without  examination  all  students  from  ac- 
credited schools  having  accredited  college  work? 

The  division  of  a  particular  college  into  junior  college 
and  senior  college  is  being  urged  as  a  protection  to  both 
groups.  Where  such  separation  is  not  made,  it  is  often 
felt  that  upper  classmen  suffer  from  contact  with  less  ma- 
ture lower  classmen  and  the  necessary  adaptation  of  instruc- 
tion to  less  mature  minds.  At  the  same  time  it  is  feared 
that  lower  classmen  are  given  less  drilling  than  they  need 
and  are  introduced  too  abruptly  to  the  freedom  of  lecture 
courses  and  the  self -responsibility  that  are  felt  to  be  neces- 
sary characteristics  of  upper-class  instruction.  What,  if 
any,  differences  there  are  in  instructional  methods  between 
upper-class  and  lower-class  groups,  what  if  any  differences 
are  provided  in  the  catalog,  and  how  rigidly  they  are  ad- 
hered to,  are  questions  for  surveyors. 

For  a  small  college  there  are  these  practical  questions : 

i.     Will  the  small  private  college  accept  the  position  of 
drillmaster  and  trainer  for  under  classmen  with  the 


Junior  College  Problems  323 

expectation  of  sending  advance  students  on  to  the 
state  university  or  other  central  university?  Y. . . 
N. . . 

2.  Will   universities   encourage   students   to   take   the 
junior  college  work  before  coming  to  the  university 
and  recognize  such  work  given  by  a  small  college? 
Y...     N... 

3.  Is  it  feasible  for  both  small  college  and  university  to 
have  the  latter  give  a  degree,  Master  or  Bachelor,  in 
behalf  "of  Hamilton  College  and  Cornell  Univer- 
sity/' or  "of  Grinnell  College  and  University  of 
Iowa  " ;  i.e.,  can  a  plan  be  worked  out  by  which  both 
the  small  college  and  university  will  recognize  the  stu- 
dent who  has  done  two  years'  work  in  Beloit  and  two 
years'  work  at  the  state  university  as  an  alumnus  of 
both  institutions?     Y . . .  N . . . 

"  In  the  matter  of  correlation  of  private  colleges  to  the  State 
University,  Wisconsin  colleges,"  according  to  President  Evans 
of  Ripon,  "  have  been  studying  the  problem  very  carefully  and 
have  been  making  a  few  experiments  which  are  successful. 
The  dean  of  each  leading  school  in  Wisconsin  has  accepted  an 
invitation  to  come  to  Ripon  College  and  aid  us  in  our  attempts 
to  make  proper  correlation  of  courses  and  proper  adjustment 
of  undergraduate  work  with  graduate  work;  or,  of  pre-profes- 
sional  with  professional  work." 

That  the  junior  college  should  be  taken  more  seriously 
even  in  proposals  for  self-surveys  will  be  held  by  many  edu- 
cators. President  Frank  L.  McVey  of  North  Dakota 
writes : 

"  The  junior  college  question  really  represents  a  reorganiza- 
tion of  higher  education  of  the  country,  and  a  discussion  should 
point  out  what  effect  it  would  have  upon  the  upper  years  of 
the  present  college  course  and  the  relation  of  it  all  to  the  grad- 
uate school." 

My  apology  for  not  trying  to  develop  these  relations  is 
that  the  present-day  surveyor  has  to  do  primarily  with  going 
concerns,  and  secondarily  with  substitutes  for  present  or- 
ganization. My  personal  opinion  is  that  until  faculties  have 


324     Self -Surveys  by  Colleges  and  Universities 

compared  what  they  are  now  trying  to  do  with  what  they 
are  actually  accomplishing,  the  resort  to  junior  colleges,  ex- 
cept for  reasons  above  indicated,  may  easily  do  more  harm 
than  good. 

One  assumption  will  need  constant  checking  after  senior 
colleges  divide  from  junior  colleges;  viz.,  that  senior  col- 
lege students  are  necessarily  and  without  considerable  ex- 
ceptions more  mature  than  junior  college  students,  and  are 
without  considerable  exceptions  capable  of  benefiting  from 
instruction  that  does  not  aim  to  educe,  discover,  and  help  the 
individual  student. 

114.    Experienced  Teachers  for  Less  Experienced  Students 

Miami  announces  that  in  1916  "  the  beginning  work  in 
every  department  but  one  was  given  wholly  or  in  part  by 
the  head  of  the  department."  Yale  reports  that  24  of  36 
available  assistant  professors  and  1 6  of  32  professors  were 
giving  elementary  instruction.  Without  assuming  that 
upper-class  teachers  are  by  virtue  of  rank  or  experience 
more  effective  than  under-class  teachers  with  under-class 
students,  every  survey  will  want  to  learn  who  is  teaching  the 
supposedly  neediest  students.  Where  graduate  students  are 
numerous,  their  share  of  stronger  professors  must  be  com- 
pared with  that  of  undergraduates. 

Many  colleges  already  keep  a  record  showing  for  each 
class  of  each  instructor  the  number  of 

Freshmen      \     ,       , 
Sophomores  J  under  classmen 
Juniors  \  , 

Seniors  |"PPer  classmen 

Specials     ~) 

Graduates  juPPer  dassmen 

What  to  do  with  the  facts  is  another  matter  calling  for 
further  surveying.  After  inquiry  it  may  be  clear  that  the 
faculty  high  lights  would  not  teach  freshmen  as  well  as  do 
lesser  lights ;  or  it  may  be  clear  that  lower  classmen,  upper- 
class  instructors,  college,  and  scholarship  are  all  the  losers 


Stronger  Instructors  for  Under  Classmen     325 

because  high  lights  are  marooned  or  self-marooned  with 
upper  classmen. 

If  not  feasible  to  let  higher-priced  high  lights  carry  en- 
tire courses  for  under  classmen,  it  may  prove  feasible  for 
them  to  give  introductory  survey  lectures,  to  be  responsible 
for  the  course,  or  even  to  lecture,  leaving  the  quizzing  to 
others.  What  is  feasible  and  economical  must  be  decided 
with  this  fact  in  mind,  that  considerably  more  than  half 
the  tuition  is  paid  by  under  classmen,  many  of  whom  will 
never  reach  upper  classes. 

President  Hadley,  speaking  in  1916  of  ex-President 
Nichols  of  Dartmouth,  says :  "  He  proposes  by  choice  to 
teach  Elementary  Physics.  The  men  who  think  that  we 
have  no  more  of  the  old  type  who  found  time  both  for  ele- 
mentary teaching  and  for  productive  investigation  may  take 
comfort  from  an  example  like  this." 

115.     Effects  of  Research  upon  Teaching  Efficiency 

A  discomfiting  dilemma  is  confronting  colleges.  One 
set  of  distinguished  educators  declares  that  there  can  be  no 
high-grade  college  teaching  where  faculties  are  not  conduct- 
ing research.  Another  set  of  distinguished  educators  de- 
clares that  only  a  handful  of  universities  have  the  library 
equipment  which  makes  research  possible.  If  both  beliefs 
are  true,  either  the  overwhelming  majority  of  American  col- 
leges are  doomed  to  mediocre  teaching,  or  else  they  must 
bring  up  their  scientific  equipment,  including  libraries,  to  the 
standard  of  California,  Chicago,  and  Columbia.  Every- 
body knows  that  this  alternative  is  impossible.  Therefore 
our  colleges  must  either  give  up  hope  of  efficient  instruction 
or  disprove  the  contentions  that  research  depends  upon  ex- 
ceptional library  facilities  and  that  high-grade  instruction 
depends  upon  research. 

Self-respect  and  self-protection  alike  require  that  the 
smaller  colleges  conduct  the  self -surveys  necessary  to  set- 
tle on  the  basis  of  fact  a  question  heretofore  discussed  on 
the  basis  of  prestige,  wealth,  and  theory;  viz.,  what  is  the 
effect  of  faculty  research  upon  teaching  efficiency? 


326     Self -Surveys  by  Colleges  and  Universities 

So  far  as  research  is  found  essential  to  efficient  teaching, 
colleges  must  raise  the  money  for  equipment  and  time  neces- 
sary for  research.  Not  much  longer  may  research  and  its 
costs  be  dealt  with  indirectly  and  by  estimates  as  an  inci- 
dent of  instruction  and  a  reason  for  a  smaller  number  of 
teaching  hours. 

If  desirable  men  leave  colleges  or  refuse  their  invitations 
because  research  opportunities  are  lacking  or  limited,  the 
sooner  such  losses  and  competitive  disability  are  proved, 
specified,  and  advertised  the  sooner  can  colleges  raise  the 
needed  money. 

Local  facts,  not  professional  opinion,  must  be  invoked. 
Even  if  professional  opinions  are  unanimous,  trustees  and 
donors  will  not  be  convinced  without  local  evidence;  much 
less  will  they  be  convinced  when  professional  opinion  is  not 
unanimous.  If  President  Van  Hise  of  Wisconsin  is  quoted 
as  saying  that  no  one  can  be  a  first-rate  teacher  who  is  not 
a  productive  scholar,  President  Hadley  of  Yale  will  be  cited 
as  urging  that  "  our  colleges  need  all  the  good  teachers  that 
we  now  have,  whether  they  are  productive  scholars  or  not." 
If  the  University  of  Iowa  is  cited  to  the  effect  that  "  in- 
structors who  do  not  develop  the  tendency  for  research 
shall  have  no  chance  for  promotion  whatever,"  Teachers 
College,  Columbia,  may  be  cited  to  the  effect  that  "  one  man 
may  be  greatly  stimulated  by  the  opportunity  to  do  research 
work,  whereas  another  comes  out  of  it  with  little  or  no 
gain."  President  G.  Stanley  Hall  believes  that  a  "  college 
which  fails  to  provide  specifically  for  research  by  its  instruc- 
tional staff  is  doomed  to  have  mediocre  teaching."  Presi- 
dent King  of  Oberlin,  who  has  specially  studied  college  effi- 
ciency, insists  that  "  some  of  the  most  mediocre  teaching  is 
now  done  by  men  who  have  done  a  good  deal  in  the  way  of 
research." 

That  there  is  something  in  the  research  virus  which 
causes  it  to  spread  and  seek  to  dominate,  observers  will 
agree.  Unless  its  relative  value  is  definitely  ascertained, 
with  conditions  for  guiding  and  controlling  it,  research  in- 
terest will  supplant  teaching  interest,  and  research  ability 


How  Research  Affects  Instruction  327 

irrespective  of  teaching  ability  will  determine  academic  pre- 
ferment. Yale  finds  it  necessary  to  announce :  "  No  quali- 
fication is  demanded  more  insistently  of  a  candidate  for  ap- 
pointment than  the  qualification  of  a  teacher." 

In  the  face  of  such  frank  admission  as  President  Butler's, 
that  many  of  the  most  distinguished  scholars  are  execrable 
instructors,  why  the  worm  —  the  student  —  does  not  turn 
when  given  execrable  instruction  by  estimable  scholars  is 
an  important  subject  for  study. 

In  conducting  self-surveys  there  are  two  sets  of  questions 
to  be  asked, —  one  relating  to  direct  research  products  and 
easily  countable  research  costs;  another  relating  to  indirect 
results  and  costs  that  have  not  heretofore  been  studied  even 
by  the  large  universities.  Fact  questions  must  be  separated 
from  opinion  questions.  Among  fact  questions  are  these: 

1 .  How  much  weight  is  given  to  research  —  proved 
ability   . . . ,  prospective  ability   . . . ,  when  selecting 
and  promoting  faculty  members  ? 

2.  Does  sentiment  practically  compel  research  or  ap- 
pearance of  research  by  faculty?     Y. . .     N... 

3.  What  provision  is  made  for  faculty  research  in  col- 
lege time;  i.e.,  is  a  definite  allowance  made;  i.e.,  is 
need  for  research  assigned  as  a  reason  for  reducing 
hours  of  teaching?     Y...     N... 

4.  Is  any  record  called  for  of  time  given  to  research? 
Y . . .     N . . .     Is  that  record  accurate  . . . ,  continu- 
ous . . .,  cumulative  . . .,  or  is  it  occasional  . . .  and 
estimated  . . .  ? 

5.  What  attempt  is  made  to  record  or  estimate  the  cost 
to  the  college  of  research?     Are  laboratory  supplies, 
special  books,  or  other  research  materials  charged  to 
research  ...  or  to  instruction  . . .  ? 

6.  For  survey  purposes  would  the  faculty  record  for  a 
year,  a  semester,  or  a  typical  week,  time  actually 
given  to  research  ? 

7.  So  far  as  research  means  work  in  addition  to  the 
regular  teaching  load,  does  it  add  to  ...  or  subtract 
from  . .  .  teaching  efficiency  ?     Where  special  provi- 


328    Self -Surveys  by  Colleges  and  Universities 

sion  is  made  for  it,  does  it  increase  ...  or  decrease 
. . .  the  instructor's  interest  and  efficiency  in  teach- 
ing? 

8.  What  discoveries,   inventions,  publications,  are  the 
visible  results  of  faculty  research?     Is  a  cumulative 
record  kept  . . .  published  ...  of  these  results  ? 

9.  How  far  is  the  college  treated  as  a  partner  or  share- 
holder in  the  emoluments  or  credits  of  faculty  re- 
search ? 

10.     How  extensively  are  students  used  as  aids  to  faculty 
research  ? 

What  colleges  will  do  with  answers  to  these  questions  need 
not  concern  the  surveyors  —  certain  it  is  that  no  college  can 
help  benefiting  from  having  the  answers  before  it. 

The  quality  of  faculty  research  will  seldom  be  taken  up 
by  self -surveyors.  Any  one  reporting  upon  state-supported 
research,  however,  is  in  duty  bound  to  examine  research 
products  for  their  quality ;  i.e.,  for  the  earmarks  of  scholarly 
workmanship  and  social  productiveness.  For  some  time  to 
come  presidents  and  other  college  surveyors  will  not  be  free 
to  ask  questions  about  research  efficiency  of  colleagues. 
They  are,  however,  free  to  ask  questions  each  about  his  own 
research.  Occasionally  a  group  may  safely  survey  one  an- 
other's products.  Every  faculty  will  benefit  from  taking  up 
abstractly  and  impersonally  the  tests  which  should  be  ap- 
plied by  scholars,  wherever  located,  to  faculty  research. 
Among  the  elements  to  be  tested  are  these : 

1.  The  original  plan. 

2.  Method  pursued. 

3.  Progress  made  compared  with  time  spent. 

4.  Workmanship  during  study. 

5.  Workmanship  of  presentation. 

Only  factored  questions  will  bring  helpful  information 
about  research.  To  ask  if  faculty  research  is  considerable 
or  valuable  will  bring  meaningless  answers.  Instead,  self- 
surveyors  will  first  learn  the  time  given  to  research  and  to 


Accounting  for  Research  Costs  329 

other  university  purposes  as  per  the  schedule  on  page  148. 
Additional  information  will  be  needed : 

1.  Time  given  by  students  or  assistants  to  each  in- 
structor's research. 

2.  The  cost  of  time  paid  for  by  the  university,  including 
rebates  in  number  of  weekly  meetings  with  students 
or  required  hours  of  instruction,  or  other  university 
duties. 

3.  The  cost  of  supplies  and  equipment  borne  by  the  uni- 
versity. 

4.  The  cost  in  time,  supplies,  equipment,  etc.,  borne  by 
the  instructor,  properly  chargeable  to  the  college. 

5.  Corresponding  facts  for  research  work  done  during 
vacation  periods  which  it  would  help  the  college  to 
have  done  during  the  college  year  if  funds  permitted. 

6.  Indirect  measurable  costs,  including  time  known  to  be 
diverted  from  instruction. 

7.  Results  of  research  in  findings ;  i.e.,  conventions,  con- 
tributions to  knowledge,  publications. 

8.  Specific  uses  made  of  research  questions,  procedure 
and  results  for  instruction  of  students,  both  those  en- 
gaged in  research  and  others. 

9.  Evidences  that  instructors  come  to  or  remain  at  a  col- 
lege because  of  research  opportunities.     Is  provision 
specifically  made  for  research  when  making  up  each 
instructor's  time  schedule  or  when  admitting  experi- 
enced instructors. to  the  faculty?     If  so,  is  more  or 
less  provision  made  for  those  instructors  whose  effi- 
ciency is  supposed  to  be  most  in  need  of  outside  in- 
centive and  aid ;  viz.,  the  younger  instructors  ? 

In  the  light  of  local  experience  it  would  be  well  for  each 
college  to  ask  each  faculty  member  for  himself  and  each 
department  and  dean  for  their  respective  jurisdictions  spe- 
cific data  in  support  of  answers  to  the  21  questions  on  pages 
331  to  333.  Faculty  answers  will  disclose  significant  dif- 
ferences of  opinion  that  will  prompt  continued  self-survey- 
ing. These  questions  were  worked  out  for  the  University 


330     Self -Surveys  by  Colleges  and  Universities 

of  Wisconsin  Survey  by  the  directors,  with  the  aid  of  Pro- 
fessors Henmon  and  Sharp  of  the  University  of  Wisconsin 
and  Professor  S.  F.  McLennan  of  Oberlin.  Answers  were 
received  from  57  researchers  and  supervisors  of  research, 
including  18  college  presidents  and  deans;  6  normal-school 
presidents;  22  college  professors;  8  administrators  in  pub- 
lic service ;  and  3  editors.  The  answers  of  the  distinguished 
contributors  to  this  survey  symposium  are  not  given  here 
because  it  is  vastly  more  important  to  each  college  to  learn 
how  its  own  faculty  would  answer  these  questions  than  to 
learn  distant  educators'  beliefs. 

The  need  for  local  study  and  the  free  field  for  it  are 
indicated  by  the  fact  that  of  57  collaborators  not  one  an- 
swered that  there  is  any  verifiable  evidence  as  yet  collected 
to  show  how  research  affects  the  quality  of  university  or  col- 
lege instruction.  The  significance  of  this  admission  is  not 
weakened  by  the  other  fact  that  the  majority  of  collabor- 
ators, particularly  from  college  groups,  believe  teaching  effi- 
ciency is  increased  by  faculty  research. 

While  making  self -surveys  of  research  effects  and 
methods,  two  facts  will  profitably  be  remembered:  (i) 
unaccountable  —  i.e.,  irresponsible;  i.e.,  unsupervised  —  re- 
search will  show  the  same  gaps  between  attempt,  achieve- 
ment, and  delivery  as  does  any  other  human  activity  that  is 
unaccountable,  irresponsible,  and  unsupervised;  (2)  the 
more  emphatically  any  faculty  believes  that  research  is  in- 
dispensable to  teaching  efficiency  the  clearer  it  becomes  that 
the  short  cut  to  efficiency  is  to  watch  the  teaching  product 
rather  than  to  worry  about  the  research.  By  insisting  upon 
efficient  teaching  would  faculties  then  secure  research?  If 
lack  of  opportunity  for  research  is  a  reason  for  inefficient 
instruction,  what  better  stratagem  is  there  than  to  show 
trustees  evidence  that  instruction  is  not  as  competent  as  it 
ought  to  be  ? 

Certain  it  is  that  teaching  efficiency  is  reduced  wherever 
emphasis  upon  research  and  self -advertising  tempts  faculty 
members  to  such  half -facetious  cynicism  as  one  experienced 
and  influential  professor  writes:  "  If  I  were  young  again, 


A  Research  Symposium  331 

and  if  I  were  starting  in  to  make  a  place  for  myself  in  uni- 
versity work,  and  if,  moreover,  I  had  no  conscience,  I  would 
neglect  my  teaching  absolutely  and  would  cultivate  those  in 
authority,  get  up  some  fake  scientific  treatise,  keep  off  the 
campus,  and  pose  as  a  great  educator.  My  doctor's  thesis 
would  be  on  the  topic :  '  Families  which  keep  cats  are  likely 
to  have  many  children.' ' 

Twenty-one  Factored  Questions 

as  to 
Effect  of  Research  upon  Teaching  Efficiency 

1.  What  verifiable  evidence  has  been  collected  to  show  how 
research  affects  quality  of  university  or  college  instruc- 
tion? 

2.  Does  research  by  an  instructor  improve  his  teaching  (a) 
in  other  subjects  than  that  in  which  his  research  is  con- 
ducted, (b)  in  that  subject? 

3.  Does  research  affect  method  of  instruction  and  command 
of  subject  matter  equally  and  similarly;  if  differently, 
in  what  respects? 

4.  Which  improves  the  efficiency  of  teaching  more,  (a)  the 
research  which  an  instructor  conducts  alone,   (b)   re- 
search in  which  he  is  assisted  by  his  students,  or  (c)  re- 
search by  his  students  under  his  supervision? 

5.  Which  benefits  the  student  more,   (a)   helping  the  in- 
structor  conduct   the   latter's   research,   or    (b)    being 
helped  by  the  instructor  to  conduct  the  student's  re- 
search ? 

6.  Which  is  the  more  important  to  the  student,  (a)  the  new 
knowledge  gained  by  research,    (b)   the  technique  of 
investigation  that  he  develops,  or  (c)  the  effect  upon  his 
future  ability  to  teach? 

7.  What  effect  has  an  instructor's  research  into  a  given  sub- 
ject upon  his  enthusiasm  (a)  for  teaching  the  result  of 
his  investigation,  (b)   for  teaching  subjects  related  to 
but  lying  outside  of  his  special  investigation,   (c)   for 
teaching  freshman  and  sophomore  classes,  (d)  for  teach- 
ing junior  and  senior  classes,  (e)  for  teaching  graduate 
classes,  (f)  for  teaching  per  se  as  distinguished  from 
investigation  ? 


332     Self-Surveys  by  Colleges  and  Universities 

8.  What  difference  is  there  in  the  effect  upon  an  investi- 
gator's teaching  ability  whether  the  knowledge  sought  is 

(a)  new  to  his  field,  or  (b)  is  merely  new  to  himself? 

9.  Which  is  more  valuable  to  the  student,  (a)  to  conduct 
an  extended  study  in  some  narrow  field,  or  (b)  to  help 
investigations  in  several  fields? 

10.  Would  it  be  desirable  to  waive  the  requirement  of  a 
dissertation,  and  insist  upon  a  wider  knowledge  of  the 
subject  in  which  a  degree  is  given  (a)  for  a  master's  de- 
gree, (b)  for  a  doctor's  degree? 

11.  What  difference  is  there  in  the  effect  upon  a  researcher's 
teaching  ability  whether  the  increment  he  adds  to  human 
knowledge  is  in  the  form  (a)  of  heretofore  undiscov- 
ered truth,  or  (b)  of  heretofore  undiscovered  or  unex- 
plained method  of  applying  truth? 

12.  Is  teaching  helped  more,  equally,  or  less  (a)  by  an  in- 
structor's search  for  something  immediately  useful,  or 

(b)  by  a  search  for  something  that  would  have  value 
only  because  it  was  "  some  new  truth  "  ? 

13.  Would  a  study  of  the  particular  problems  involved  in  a 
university's  instruction  react  as  favorably  upon  teaching 
ability  as  the  study  of  problems  not  connected  with  uni- 
versity instruction ;  i.e.,  would  research  into  how  to  teach 
chemistry  most  effectively  be  as  serviceable  as  the  search 
for  a  new  formula? 

14.  In  what  ways  is  instruction  affected  by  the  search  for  a 
new  element,  a  new  serum,  a  new  principle  of  taxation, 
a  new  fact  about  Napoleon,  or  a  new  star,  as  it  would 
not  be  affected  by  search  for  undiscovered  possibilities 
of  students  in  the  researcher's  class,  difficulties  which 
confront  individual  students,  and  opportunities  to  help 
such  students? 

15.  To  what  extent  is  the  stimulating  effect  of  research  due 
to  professional  recognition? 

16.  Would  research  into  methods  and  results  of  instruction, 
courses  of  study,  etc.,  within  chemistry  or  English  de- 
partments have  as  beneficial  an  effect  upon  instructors 
in  chemistry  or  English  as  upon  instructors  in  depart- 
ments of  education? 

17.  In  what  ways  and  for  what  reasons  is  research  less  nec- 
essary for  vitalizing  instruction  in  elementary,  high,  and 
normal  schools  than  for  vitalizing  university  instruction  ? 


A  Research  Symposium  333 

18.  Is  the  college  or  university  which  fails  to  provide  spe- 
cifically for  research  by  its  instructional  staff  doomed  to 
have  mediocre  teaching? 

19.  What  evidence  is  there  that  American  scholarship  among 
instructors  has  been  more  productive,  man  for  man,  in 
a  given  university  or  given  subject  since  the  development 
of  so-called  graduate  work? 

20.  What  evidence  is  there  that  the  same  instructors  will  do 
more  productive  research  work  if  they  teach  6  hours  a 
week  than  they  would  do  if  teaching  15  hours  a  week? 

21.  How  far  and  in  what  ways  does  administrative  work  by 
instructors  have  a  stimulating  or  broadening  effect  upon 
their  teaching,  similar  to  the  effect  generally  attributed 
to  research? 

For  Questions  or  Notes  by  the  Reader 


IX 

RELATION  WITH  COLLEGE  COMMUNITIES 
1 1 6.     The  Home  Town 

IDEED  COLLEGE  and  Its  City-wide  Campus  is  the  leg- 
J\.  end  of  a  chart  showing  five  different  relations  between 
that  college  and  the  city  of  Portland.  The  chart  is  headed : 
"  Has  Reed  College  Reached  Your  Home?  Study  this  map. 
Make  inquiries."  Five  centers  are  charted,  showing  four 
ways  in  which  a  college  works  for  a  college  town : 

1.  Extension  courses. 

2.  Community  service  by  Reed  students. 

3.  Addresses  by  Reed  teachers. 

4.  Homes  of  Reed  students. 

To  this  list  might  be  added  civic  work  by  Reed  instructors. 
The  circles  which  show  student  activities  for  the  city  are 
almost  as  numerous  as  those  showing  residences  of  students. 

In  November,  1916,  an  instructor  of  Mount  Holyoke  ad- 
dressed chambers  of  commerce  on  the  relation  of  the  college 
to  its  city,  South  Hadley.  As  the  outcome  it  was  agreed 
that  the  class  in  economics  would  work  with  the  local  cham- 
ber in  preparing  a  description  of  the  town  which  would  serve 
as  a  high-school  textbook  in  civics. 

At  the  alumni  banquet  celebrating  the  fiftieth  anniversary 
of  Vassar,  Miss  Evelyn  B.  Hartridge  discussed  the  college 
and  city  as  follows : 

"  President  Dabney  of  the  University  of  Cincinnati  says 
that '  Society  is  a  real  thing  on  its  own  account,  with  a  plan 
of  its  own,  a  life  of  its  own,  principles  of  its  own,  and  func- 
tions of  its  own  different  from  and  more  important  than 
any  of  its  parts/  He  says  further  that  we  are  beginning 
to  realize  that  the  chief  end  of  education  is  not  the  develop- 
ment of  intellectual  power  merely,  but  is  also  the  forma- 
tion of  character  trained  and  habituated  to  think  in  terms 
of  social  obligation.  I  doubt  if  any  real  contributor  to 
the  educative  forces  of  the  world  ever  thought  that  the 

334 


Colleges  and  College  Towns  335 

chief  end  of  education  was  the  development  of  intellectual 
power  merely,  but  I  admit  much  truth  in  the  statement 
that  its  end  should  be  the  formation  of  character  trained 
and  habituated  to  think  in  terms  of  social  obligation. 

"  Now  how  can  a  college  better  prepare  a  student  for 
her  place  in  the  community  after  graduation  than  by  giv- 
ing her,  in  connection  with  her  studies,  practical  knowl- 
edge of  community  life  before  graduation?  And  what 
community  life  can  be  more  easily  studied  by  her  than  the 
community  in  which  she  is  living  before  graduation?  If 
the  gospel  of  the  age  is  service,  she  must  have  her  appren- 
ticeship. On  the  other  hand,  if  she  is  to  have  courses  in 
chemistry,  in  economics,  in  sociology,  etc.,  she  can  well 
use  the  neighboring  community  for  her  laboratory. 

"  Would  your  chemistry  be  more  or  less  interesting  to 
you  if  you  were  helping  your  instructor  to  analyze  and 
test  samples  submitted  by  the  city,  the  results  to  be  of 
practical  value? 

"  Would  your  work  in  social  science  be  more  or  less 
valuable  if  you  were  cooperating,  under  supervision,  with 
public  institutions,  such  as  the  Juvenile  Court  and  the  de- 
partment of  charities  and  corrections,  or  with  private 
associations  such  as  the  Associated  Charities,  the  Anti- 
Tuberculosis  League,  and  the  Juvenile  Protective  Asso- 
ciation ? 

"  Would  your  lessons  in  political  science  suffer  if  you 
covered  council  meetings  and  visited  city  departments;  if 
you  helped  organize  a  municipal  reference  library;  if  you 
made  continuous  surveys  of  streets  for  cleanliness ;  if  you 
recognized  your  obligation  of  citizenship  to  Poughkeepsie, 
an  obligation  at  least  to  know  all  her  problems,  desires, 
difficulties,  resources ;  if  you  organized  an  efficient-citizen- 
ship club  which  would  make  a  complete  list  of  the  most 
advanced  steps  taken  by  municipalities  in  all  parts  of  the 
country,  checking  off  against  this  list  steps  not  yet  taken 
in  and  for  Poughkeepsie  and  making  the  results  available ; 
if  you  tendered  your  service  to  city  and  county  officers, 
arranging  for  the  college  to  supervise  your  work  —  the 
results  again  to  be  of  practical  value?  For  visiting  city 
departments  will  tend  to  tone  up  those  departments,  while 
proving  valuable  lessons  to  the  students  of  civics;  and 


336     Self -Surveys  by  Colleges  and  Universities 

officers  are  glad  to  improve  their  work  if  they  can  count 
upon  volunteer  aid  under  intelligent  supervision. 

"  Would  your  very  modern  department  of  psychology 
object  to  your  testing  (as  helpers  only)  backward  pupils 
in  the  city  schools  rather  than  one  another?  Such  work 
might  lead  to  one  of  those  so-called  educational  hospitals 
for  defectives,  which  sometimes  save  children  from  being 
classed  irrevocably  with  idiots  and  incompetents. 

"And  what  about  your  studies  with  your  physicians 
here?  Do  they  teach  you  household  science,  including 
house  sanitation?  And  elementary  bacteriology  and 
household  hygiene?  If  they  do,  could  you  persuade  one 
of  the  clever  members  of  your  faculty  to  take  five  or  six 
of  you  as  helpers  and  start  a  class  in  Arlington  or  Pough- 
keepsie?  It  might  lead  to  the  saving  of  some  of  those 
tiny  babies  about  whom  our  Miss  Lathrop  is  so  justly 
concerned.  It  might  lead  some  day  to  the  saving  of  some 
of  your  own  children. 

"  You  have  proved  that  you  can  get  the  cooperation  of 
your  instructors.  I  understand  that  on  your  own  initia- 
tive you  employed  a  district  nurse  in  Arlington  and  that 
you  now  have  in  that  connection  a  committee  of  Arlington 
people  with  a  faculty  member.  You  already  help  with 
the  Day  Nursery,  you  read  to  the  old  people  in  the  alms- 
houses,  you  teach  in  the  Sunday  schools,  perhaps  you  sing 
in  the  churches.  I  am  sure  that  you  do  not  fail  to  patron- 
ize Poughkeepsie  stores  and  that  many  of  you  belong  to 
the  Consumers*  League.  Why  not  go  a  little  further? 
Professor  Lough  of  the  New  York  University  says  that 
he  is  convinced  that  you  have  more  knowledge  than  many 
girls  in  Poughkeepsie,  that  if  you  can  persuade  competent 
instructors  to  act  with  you  and  to  count  you  as  their  aids 
you  can  in  your  extra  hours  organize  classes  in  the  city 
for  these  girls  in  house  economics  or  home  nursing,  or 
house  sanitation,  or  domestic  art,  or  practical  housekeep- 
ing, or  home  bookkeeping,  or  what  I  call  a  purchasing 
partner's  class  —  teaching  the  members  how  to  expend  a 
salary  or  an  income  wisely  with  a  due  sense  of  propor- 
tion. Why  not?  It  would  be  very  valuable  for  you. 
Perhaps  some  day  it  might  come  to  pass  that  in  already 
existing  departments  these  same  subjects  would  be  taught 


Which  is  better  for  higher  education,  road  making 
or  road  using  with  roadsters  ? 


Berea  College 


Student-built  chapel 

Learning  via  serving  college  and  town 


Berea 


College  Cooperates  with  City  Schools         337 

for  you.  It  would  be  no  more  marvelous  than  it  was  to 
us  of  '92  to  hear  that  we  might  study  economics  and  so- 
cialism. 

"  There  are  several  points  to  be  remembered,  however. 
One  is  that  you  cannot  all  of  you  do  all  of  these  things  any 
more  than  you  can  carry  courses  in  ancient  and  modern 
languages,  English,  history,  mathematics,  science,  art,  and 
music  all  at  the  same  time.  Whether  regarded  by  you  as 
laboratory  work  or  as  service  in  the  field  of  citizenship, 
they  must  be  considered  with  moderation  and  an  appreci- 
ation of  the  fact  that  there  are  not  nearly  hours  enough 
in  any  one  day.  Another  is  that  in  approaching  munici- 
pal affairs  you  must  have  an  humble  spirit.  You  must 
realize  that  you  will  be  indebted  to  them  for  a  chance  to 
learn  citizenship  at  first  hand. 

"  As  far  as  the  matter  of  service  is  concerned  you  Vas- 
sar  girls  have  already  demonstrated  in  many  ways  that 
you  fully  understand  that  what  you  give  you  have." 

Dean  Elmer  E.  Jones  of  the  department  of  education  of 
Northwestern  University  has  arranged  with  the  board  of 
education  of  Evanston,  Illinois,  for  university  students  to 
make  a  number  of  studies,  to  include  these : 

1.  Physical  survey  of  school  buildings. 

2.  School  organization  and  administration. 

3.  Investigation  and  analysis  of  the  conditions  revealed 
by  the  age-grade-progress  study. 

4.  Study  of  elimination  —  extent  to  which  children  drop 
out  of  school,  at  what  age,  in  what  grades,  and  why. 

5.  Tests  of  the  school  work  done  by  pupils. 

6.  Adequacy  of  course  of  study  to  meet  the  educational 
needs  of  the  children  in  the  schools. 

7.  The  teaching  staff  —  their  education,  training,  and 
experience. 

8.  Health  work  —  scope,  method,  and  results. 

9.  Janitorial  service  —  cost,  quantity,  and  quality. 

10.  Unit  costs  in  District  75. 

11.  Salaries  of  teachers  and  .cost  of  living. . 

12.  Study  of  the  educational  needs  of  Evanston  as  a 
whole  and  the  opportunities  for  cooperation  between 


338     Self -Surveys  by  Colleges  and  Universities 

the  different  school  boards  in  the  interests  of  greater 
efficiency  and  economy  in  the  administration  of 
Evanston  public  schools. 

In  requesting  such  opportunity  for  students,  Dean  Jones 
wrote  as  follows: 

"The  following  are  some  of  our  problems:  (i)  We 
should  like  to  offer  inducements  for  mature,  well-trained 
men  and  women  to  come  to  the  University  to  study  edu- 
cation under  these  favorable  conditions.  We  should  like 
to  have  your  schools  for  the  laboratory  in  which  superin- 
tendents and  supervisors  can  be  wisely  trained.  We  feel 
that  the  supervisory  problem  in  education  is  so  important 
that  we  should  like  to  emphasize  it  by  offering  induce- 
ments for  well-trained  students  to  come  here  to  engage 
in  study  for  advanced  degrees.  In  order  to  induce  such 
students  to  take  up  such  work  with  us,  we  hope  to  be  able 
to  offer  scholarships  and  fellowships  which  may  be  at- 
tractive. (2)  We  should  like  to  have  opportunity  for 
seniors  in  the  University  who  meet  certain  standard  re- 
quirements to  serve  as  apprentices  in  your  schools.  They 
might  serve  as  assistants  to  certain  teachers,  as  helpers  in 
special  drills,  teachers  of  special  groups,  or  they  might 
serve  in  some  other  capacity  deemed  necessary  by  your 
administration.  This  would  put  them  in  touch  with  your 
schools  and  give  them  an  experience  more  valuable  than 
many  years  of  teaching  without  such  supervision.  (3) 
We  should  like  to  have  opportunity  for  our  advanced 
students  in  education  to  carry  on  investigations  that  will 
be  of  value  to  you,  if  properly  worked  out,  and  for  which 
we  can  give  credit  as  research  for  advanced  degrees. 
(4)  We  should  like  to  have  the  opportunity  to  be  of  serv- 
ice to  you  in  the  solution  of  many  smaller  problems  which 
individual  students  might  work  out  in  connection  with 
the  various  courses  offered  in  the  department.  The  de- 
partment of  education  would  welcome  such  problems  from 
your  superintendent.  For  example,  students  in  school 
administration  could  very  well  work  out  one  or  two  prob- 
lems of  an  administrative  character  each  semester  which 
would  involve  the  expenditure  of  a  few  hours  each 
week. 


Gown's  Responsibility  for  Town's  Conditions    339 

"  The  administration  of  all  of  this  work  presents  a  con- 
siderable program  and  some  vital  difficulties.  However, 
they  are  not  insurmountable,  and  while  the  burden  of  such 
a  program  would  rest  upon  your  superintendent  and  his 
staff,  the  department  of  education  stands  ready  to  co- 
operate in  working  out  the  problems  in  a  manner  satisfac- 
tory to  both  parties." 

Municipal  universities  emphasize  municipal  services  and 
are  beginning  to  recognize  the  training  value  of  community 
services  that  need  to  be  rendered.  Toledo  University,  for 
example,  is  voted  funds  by  the  city  council  for  work  to  be 
done  by  the  university  for  the  council,  such  as  investigating 
electric-light  and  power  rates  for  use,  including  future  rates 
from  private  companies.  Cincinnati's  University  gives  its 
students  of  engineering  and  chemistry  part-time  instruction 
in  testing  foods  and  building  materials  for  the  city  and  mak- 
ing state  roads. 

The  term  "  extension  work  "  usually  refers  to  extending 
college  activities  for  the  sake  of  extending  college  influence 
and  benefiting  communities  rather  than  for  the  sake  of  ex- 
tending college  resources  for  giving  instruction  to  regular 
students.  This  more  familiar  phase  of  extension  work  is 
taken  up  in  a  separate  section.  Extension  for  the  sake  of 
the  college;  for  enriching  and  definitizing  its  instruction; 
for  training  its  students  and  broadening  its  faculty,  are  re- 
ferred to  here. 

The  college  buys  food  and  other  supplies.  Is  it  doing  its 
part  in  checking  the  rise  in  cost  of  living;  in  encouraging 
introduction  of  substitute  supplies;  in  preventing  the  mo- 
nopoly of  land  and  of  business ;  in  organizing  for  its  faculty 
and  students  cooperative  buying  and  selling? 

The  college  pays  taxes  and  is  exempt  from  taxation.  Is 
it  using  its  influence  to  see  that  the  taxing  bodies  explain  to 
the  public  the  purpose  and  nature  of  taxes;  reasons  for 
levying  them;  results  secured  by  spending  them?  In  a 
word,  is  the  college  itself  an  efficient  citizen? 

The  college  is  a  heavy  purchaser  of  transportation.  Is  it 
doing  its  part  to  secure  an  agreeable  approach  to  the  city; 


34°     Self -Surveys  by  Colleges  and  Universities 

a  clean,  beautiful,  and  convenient  station  and  courteous,  ac- 
commodating service? 

College  health  is  influenced  by  town  health.  Is  the  col- 
lege doing  its  part  to  secure  a  sanitary  town  and  an  efficient 
administration  of  health  laws?  Is  it  complying  with  a 
strict  interpretation  of  the  sanitary  code? 

Civic  beauty  affects  the  drawing  power  of  a  college  and 
its  power  to  teach  those  drawn.  Are  its  own  grounds  and 
buildings  a  practical  demonstration  of  civic  beauty?  Are 
its  classrooms  a  living  illustration  for  city  classrooms? 
Does  the  college  give  a  culture  tone? 

Town  life  means  normal  life,  up-to-date  life,  human  need 
and  human  ingenuity.  Does  the  college  use  these  forces  in 
imparting  information  and  in  developing  character? 

College  towns  frequently  misunderstand  their  colleges. 
Misunderstanding  breeds  gossip,  backbiting,  community 
forces  that  reduce  student  receptivity.  What  steps  does  the 
college  take  to  remove  and  prevent  misunderstandings  and 
to  reduce  to  the  minimum  the  occasion  for  unfavorable 
town  gossip  about  the  college? 

With  few  exceptions  the  constituency  of  a  college  is 
near  by,  when  not  local.  Tone,  like  support,  is  largely 
given  by  the  home  town.  What  steps  does  the  college  take 
to  make  sure  that  it  is  the  town's  or  near  by's  best  which 
is  given  to  the  college? 

Has  the  college  the  courage  to  fit  itself  to  its  own  town 
and  the  communities  from  which  it  draws  rather  than  to 
"  authorities  "  in  foreign  towns  ? 

117.    Accrediting  Secondary  Schools 

For  mutual  help  and  protection  in  maintaining  a  desired 
standard  for  accepting  high-school  or  secondary  graduates, 
colleges  have  organized  several  different  federations  which 
decide  for  all  colleges  in  a  federation  which  preparatory 
schools  should  be  accredited.  In  theory  this  accrediting  is 
based  upon  an  examination  which  includes  field  examination 
of  physical  equipment  and  facilities,  number  and  qualifica- 


Accrediting  High  Schools  341 

tions  of  teachers,  curriculum  requirements  and  standards  of 
instruction. 

From  schools  accredited  by  a  federation,  students  may  be 
received  by  any  self-respecting  college  as  freely  as  students 
from  schools  intimately  known  to  and  approved  by  such  col- 
leges. 

Whether  standards  of  accrediting  are  high  enough  or 
whether  given  schools  are  improperly  accredited  can  hardly 
be  told  by  testing  what  happens  with  pupils  from  such 
schools.  Certain  colleges  receive  from  certain  high  schools 
the  poorest-equipped  pupils  only  or  the  least  ambitious  or 
most  unruly.  The  only  way  to  ascertain  whether  the  high 
school  itself  has  done  its  part  satisfactorily  is  to  survey  it. 
That,  however,  is  rarely  a  question  for  individual  colleges 
to  answer,  since  they  receive  verdicts  from  federated 
agencies. 

Several  state  universities  are  held  directly  responsible  in 
their  states  for  accrediting  high  schools.  This  recognition 
from  the  state  university  is  a  much  sought  prize.  Few  com- 
munities are  happy  until  their  high  school  has  received  the 
stamp  of  approval  from  the  university.  In  such  states  im- 
portant questions  for  surveyors  are: 

1.  What  are  the  standards  for  accrediting;  i.e.,  what 
curriculum,  how  many  teachers,  what  preparation  of 
teachers,  what  maximum  of  teaching  hours,  what  min- 
imum of  pupils,  what  specifications  as  to  scholarship? 

2.  Is  there  an  enforcement  of  these  standards? 

3.  How  many  visits  are  paid  to  each  high  school  ?     How 
far  apart  ?     Of  what  duration  ? 

4.  To  how  many  classes  of  each  instructor  and  to  what 
portion  of  each  period  visited? 

5.  What  tests   are   applied   to   classroom   instruction? 
What  examinations  of  written  work?     What  special 
questions  are  asked  ? 

6.  What  reports  are  made  to  the  accrediting  college ;  i.e., 
how  specific  and  comprehensive  are  they? 

7.  What  specific  reports  are  made  to  the  community, 


342     Self-Surveys  by  Colleges  and  Universities 

public,  trustees,  superintendent,  principal,  and  teach- 
ers as  to  the  minimum  essentials  for  accrediting? 
During  the  visit  ?  Orally  or  in  writing  ?  How  soon 
after  return  to  central  office  ? 

8.  What  instructions  are  given  to  inspectors  ?     Are  they 
written  ?     Do  they  call  for  opinions  or  facts ;  i.e.,  for 
analysis  of  each  standard  into  its  elements;  i.e.,  do 
the  standards  consist  of  minimum  essentials  lacking 
any  one  of  which  accrediting  will  be  withheld,  plus 
provision   for  accrediting  additional  qualifications? 
Or  is  an  average  accepted  in  which  desirable  qualifi- 
cations offset  undesirable  conditions  ? 

9.  How  has  the  accrediting  institution  protected  itself 
against  being  influenced  by  the  presence  of  its  own 
graduates  as  supervisors  or  teachers  of  preparatory 
schools  seeking  indorsement? 

118.     Relations  to  Secondary  Schools 

The  most  important  relations  of  colleges  with  elementary 
schools  are  two : 

1.  Colleges  prepare  teachers  for  secondary  schools. 

2.  Colleges  obtain  students  from  secondary  schools. 

Each  of  these  relations  presents  many  phases  for  analysis 
by  surveyors.  Whatever  questions  ought  to  be  asked  of 
normal  schools  or  of  colleges  of  education  need  also  to  be 
asked  about  the  teacher-training  activities  of  any  college. 

It  is  not  fair  for  colleges  to  ask  that  their  certificates  be 
accepted  without  further  examination  of  graduates  by  school 
boards  and  state  officers  who  certificate  teachers,  until  col- 
leges make  sure  that  their  own  standards  of  teacher  per- 
sonality and  teacher  preparation  are  high  enough  to  protect 
and  help  secondary  schools.  Survey  questions  for  teacher- 
training  work  are  needed  by  all  private  colleges.  Think 
what  it  means  that  professional  training  is  required  by  law 
and  that  even  Teachers  College,  Columbia  University,  does 
not  require  classroom  teaching  before  accrediting  teachers ! 

What  colleges  do  to  secure  students   from  secondary 


ioo%  of  College  Constituency  343 

schools  and  to  merit  the  confidence  of  those  schools  will 
generally  be  considered  the  private  affair  of  the  college  and 
the  secondary  school.  Without  urging  certain  reasons  why 
this  relation  is  of  public  concern,  it  will  suffice  here  to  con- 
sider the  relation  from  the  standpoint  of  the  college  itself. 

College  reports  do  not  indicate  that  college  managements 
generally  hold  themselves  responsible  for  knowing  each  the 
main  facts  about  every  high  school  in  its  immediate  terri- 
tory. Yet  experience  shows  that  most  colleges  draw  the 
great  majority  of  their  students  from  their  immediate 
neighborhoods,  A  business  house  confronted  with  this 
same  situation  would  have  a  complete  list  of  every  pre- 
paratory school  for  a  hundred  miles  around,  of  every 
teacher  in  those  schools,  and  of  every  pupil  in  the  graduat- 
ing class.  A  business  house  would  go  further,  and  have  a 
list  of  editors,  ministers,  leading  lawyers,  public  officers, 
citizens  with  boys  and  girls  coming  on  toward  college  age, 
and  of  every  student  within  two  years  of  college.  Busi- 
ness colleges  have  such  lists,  private  schools  have  corre- 
sponding lists.  One  reason  why  colleges  do  not  have  them 
is  that  without  making  this  effort  many  of  them  have  as 
many  students  as  their  resources  will  take  care  of  profit- 
ably. 

Colleges  will  be  helped  if  surveyors  ask  what  steps  are 
taken  to  secure  the  cream  of  graduates  from  their  legiti- 
mate territory.  (Colleges  with  special  constituencies  of  de- 
nomination, of  sex,  of  profession,  may  reasonably  count 
a  much  larger  circle  as  their  legitimate  constituency.)  It  is 
hardly  enough  that  all  seats  are  occupied.  Colleges  may 
legitimately  work  for  the  highest  quality  of  student  ma- 
terial. 

Thoroughgoing  attempts  to  understand  one's  constituency 
will  provide  a  deeper  motive  than  the  desire  to  secure  stu- 
dents. After  a  college  once  recognizes,  as  several  of  them 
do,  the  obligation  to  act  as  torchbearer  in  its  territory, 
and  a  direct  obligation  both  to  the  student  whom  it  re- 
ceives and  to  the  parent  and  community  that  send  this  stu- 
dent, it  cannot  help  taking  anticipatory  steps  to  benefit  the 


344    Self -Surveys  by  Colleges  and  Universities 

prospective  student.  Moreover,  it  will  become  interested 
for  the  community's  sake. 

Whether  the  college  has  fitted  itself  to  receive  the  boy 
is  becoming  a  more  important  question  than  whether  the 
boy  is  fitted  to  receive  what  the  college  has  to  give.  Col- 
leges want  to  know  the  boy's  background,  not  merely  his 
marks ;  therefore  they  ask  preparatory  schools  to  tell  about 
the  boy's  health,  his  personal  characteristics,  his  strong  and 
weak  points,  his  leanings,  the  capacities  which  promise  suc- 
cess and  those  which  promise  difficulties. 

Nor  do  they  cut  the  channels  of  communication  with  the 
boy's  background  after  he  has  been  admitted;  instead,  they 
inform  the  parent  the  first  week  who  the  boy's  adviser  is 
and  ask  the  parent's  cooperation.  Similarly,  they  commu- 
nicate with  the  principal,  ask  him  for  his  assistance,  and 
invite  future  suggestions.  If  the  boy  has  difficulties, 
whether  social  or  educational,  these  are  reported  to  the  prin- 
cipal, not  merely  because  he  may  help  the  college  deal  with 
the  boy,  but  because  knowledge  of  one  boy's  stumbling 
at  college  may  help  the  principal  discover  where  other  boys 
in  his  school  are  stumbling  from  preventable  causes. 

Special  pains  are  taken  to  inform  preparatory  schools  of 
their  graduates'  success  at  college.  Pride  begets  fellow- 
ship and  loyalty.  Preparatory  schools  like  to  have  their 
boys  and  girls  where  their  boys  and  girls  have  succeeded. 

Conferences  are  called  to  consider  problems  of  mutual 
concern;  experiences  are  exchanged;  questions  and  com- 
plaints are  frankly  discussed.  Conferences  at  the  college 
are  followed  up  by  visits  to  the  schools,  not  for  the  purpose 
of  accrediting  these  schools  or  of  marking  them  A,  B,  or  C, 
but  for  the  purpose  of  finding  out  where  if  at  all  condi- 
tions in  preparatory  schools  prove  the  need  for  changes  and 
improvements  in  the  college. 

Finally,  personal  contact  is  supplemented  by  printed  bul- 
letins. Whether  these  documents  express  and  invite  co- 
operation it  is  important  for  the  surveyor  to  learn.  By 
looking  to  preparatory  schools  for  suggestions  which  will 
make  colleges  more  serviceable  and  more  efficient,  colleges 


Extension  Service  to  Community  345 

will  find  the  fountains  of  perpetual  use.  To  the  extent  that 
colleges  regard  themselves  as  judges  of  secondary  efficiency 
and  their  standards  as  hurdles,  to  that  extent  will  col- 
leges find  themselves  out  of  adjustment  with  the  prepara- 
tory schools  and  the  communities  which  colleges  exist  to 
help. 

119.     Extension  Work 

A  great  deal  more  extension  work  is  being  done  by  col- 
leges than  is  generally  appreciated.  A  special  bulletin  is- 
sued by  the  United  States  Bureau  of  Education  in  1914 
showed  that  32  institutions  were  giving  correspondence 
courses  and  35  were  giving  extra-mural  instruction 
through  special  classes  and  through  a  combination  of  syste- 
matic lectures  with  local  class  groups.  The  number  today 
is  much  greater. 

For  public  employees  in  New  York  City  the  College  of 
the  City  of  New  York  and  New  York  University  have  for 
three  years  been  giving  special  courses,  not  only  in  subjects 
that  lead  to  a  degree,  but  also  in  vocational  subjects  in- 
tended primarily  to  increase  the  student's  value  to  the  city. 
For  example,  there  are  engineering  courses  for  bringing 
graduate  engineers  up  to  the  latest  date  in  road  building; 
employees  of  the  charities  department  have  lectures  and 
reading  in  modern  philanthropy,  not  for  credit  but  for  wid- 
ening their  working  horizon ;  stenotyping  is  taught,  not  for 
mental  discipline,  but  to  increase  rapidly  the  supply  of 
stenotypists.  Columbia's  extra-mural  instruction,  like  its 
intra-mural  work  for  non-collegiates,  has  increased  by  leaps 
and  bounds. 

Just  as  normal  schools  are  taking  up  extension  work  as 
a  means  of  vitalizing  instruction  and  to  deepen  and  broaden 
their  relations  with  the  communities  from  which  they  se- 
cure their  students  and  money,  our  colleges  and  universities 
will  go  in  for  extension  work. 

The  popular  phase  of  so-called  university  extension  will 
always  be  better  done  probably  when  done  on  a  large  scale, 
such  as  will  be  possible  in  most  states  only  by  the  state  uni- 


346    Self -Surveys  by  Colleges  and  Universities 

versity  or,  as  in  Massachusetts,  by  the  state  board  of  edu- 
cation. 

There  is,  however,  an  intensive,  more  personal  kind  of 
extension  work  which  self -surveyors  may  help  colleges  con- 
sider. 

In  absentia  instruction  can  be  given  just  as  well  by  a 
professor  of  education  or  of  history  in  a  small  college  as 
by  a  professor  of  education  or  of  history  in  a  great  uni- 
versity. That  it  can  be  given  is  maintained  by  an  increas- 
ing number  of  colleges.  For  example,  Williams  will  give  a 
master's  degree  for  supervised  study  and  written  work  in 
a  graduate's  major.  State  universities  like  Iowa,  North  Da- 
kota, and  Wisconsin  are  doing  it.  Many  a  graduate  who 
has  gone  out  into  teaching  or  secretarial  work  will  be  more 
apt  to  continue  her  work  in  English  or  German  or  history  if 
encouraged  to  build  on  the  beginnings  already  made  at  her 
own  college  under  the  supervision  of  instructors  who  al- 
ready know  her.  Why  should  not  small  colleges  build  up 
this  type  of  graduate  work  What  is  there  about  it  which 
cannot  be  done  just  as  well  from  Carleton  College  as  from 
the  University  of  Minnesota? 

Once  having  established  this  method  of  retaining  contact 
with  graduates,  small  colleges  will  find  it  possible  to  include 
former  students  who  did  not  graduate  and  students  from 
other  colleges  who  are  in  the  immediate  neighborhood  and 
feel  the  need  of  supervision  over  their  reading  and  study- 
ing by  some  one  near  enough  to  know  personally. 

Wisconsin's  practice  of  leaving  it  to  the  individual  de- 
partment whether  or  not  it  shall  develop  this  in  ab- 
sentia contact  with  credit  might  well  be  tried  as  a  first 
step. 

Contact  by  correspondence  will  usually  lead  to  a  demand 
for  closer  contact  through  lectures  and  class  groups. 

The  University  of  Pennsylvania  is  rapidly  developing  an 
intensive  service  for  teachers  in  population  centers,  which 
differs  from  ordinary  extension  work  in  that  the  courses 
given  are  the  same  courses  as  are  given  at  the  university. 
It  is  obviously  easier  for  a  university  instructor  to  travel 


Extension  Possibilities  of  Each  College  Center    347 

from  Philadelphia  to  Scranton  than  for  forty  teachers  to 
go  to  Philadelphia.  Similarly,  Columbia  is  giving  at  New- 
ark and  Brooklyn  courses  which  duplicate  courses  given  at 
Columbia.  City  College  is  opening  special  courses  in 
Brooklyn.  Why  should  not  this  method  be  employed  by 
practically  every  college?  Where  is  there  a  college  town 
which  would  not  support  collegiate  work  in  one  or  more  of 
its  factories,  in  its  city  hall,  or  its  nearest  neighboring 
town? 

Every  college  will  do  well  to  make  a  survey  of  the  ex- 
tension possibilities  and  needs  of  its  locality : 

1.  What   part   is    for   work   below   collegiate   grade? 
What  can  the  college  do  to  direct  attention  to  these 
needs  by  state  universities  or  boards  of  education? 

2.  How  many  recent  (within  10  years)  college  grad- 
uates live  in  the  college  town? 

3.  How  many  within  an  hour's  ride? 

4.  What  would  it  cost  to  circularize  them  in  order  to 
learn  what  the  demand  is  for  continuation  courses  ? 

5.  What  would  it  cost  to  circularize  all  other  groups 
capable  of  doing  collegiate  work ;  i.e.,  former  college 
students  who  did  not  graduate  and  high-school  grad- 
uates who  never  entered  college  ? 

6.  Into  what  profession  groups  do  these  totals  fall ;  i.e., 
how  many  teachers,  how  many  lawyers,  how  many 
women  interested  in  philanthropy  or  literary  societies, 
how  many  faculty  members  ? 

7.  Is  there  any  other  agency  than  this  college  capable  of 
directing  continuation  work?     F. . .     N...     ?... 

8.  How  much  would  have  to  be  charged  in  order  to 
make  the  work  pay  for  itself;  i.e.,  pay  for  all  energy 
diverted  from  present  work? 

9.  Are  there  faculty  members  capable  of  making  a  suc- 
cess of  such  work  ?     Y . . .     A/" ...      ? . . . 

10.  Would  collegiate  grade  work  downtown  or  in  the 
next  town  strengthen  ...  or  weaken  .  . .  work  at  the 
college  ? 

11.  Is  it  out  of  the  question  to  organize  late  afternoon 


348    Self -Surveys  by  Colleges  and  Universities 

or  evening  courses  in  the  college  or  downtown  in  a 
bank  or  city  hall?     Y. . .     N...     ?... 

In  few  instances  will  it  be  better  for  a  community  to 
have  work  of  high-school  or  elementary  grade  done  by 
the  college  instead  of  by  the  public  schools.  Popular  lec- 
turing frequently  hurts  more  than  it  helps  the  college  lec- 
turer. 

It  is  probably  better  for  colleges  to  use  their  efforts  in  the 
interest  of  central  state-directed  extension  work  of  second- 
ary and  elementary  grades,  unless  they  happen  to  be  rich 
enough  to  organize  this  work  separately.  Few  college  in- 
structors will  ever  be  able  to  straddle  both  unsystematic 
or  systematic  extension  work  of  elementary  grade  and  work 
at  college.  Where  this  is  being  tried  surveyors  should  test 
both  kinds  of  work. 
• 

1 20.    Municipal  Universities 

If  universities  came  free,  every  city  would  want  its  own 
municipal  college  or  university  —  for  its  boys  and  girls,  for 
the  advertising,  for  business  reasons,  for  extension  work, 
for  the  indirect  benefits  expected. 

If  universities  could  be  obtained  from  rich  men  or  re- 
ligious bodies  for  the  asking,  the  boost  clubs  and  chambers 
of  commerce  of  all  cities  in  the  country  would  try  to  se- 
cure this  attraction.  Since,  however,  it  costs  money,  lots 
of  money,  to  start  and  to  run  a  municipal  university,  cities 
are  compelled  to  stop,  look,  and  listen  before  they  decide 
to  tax  themselves  for  building  and  maintaining  their  own 
local  institutions  of  higher  learning. 

Because  municipal  universities  are  classified  with  schools, 
it  behooves  the  public  schools  of  all  cities  to  wonder  if 
there  is  school  money  enough  to  go  round  to  elementary 
schools,  high  schools,  and  municipal  universities. 

Testing  the  efficiency  of  municipal  universities  calls  for 
the  same  steps  as  are  here  suggested  for  other  colleges, 
with  one  exception;  viz.,  the  taxpayers  to  whom  the  mu- 
nicipal school  must  account  require  more  definite  evidence 


Municipal  Universities  349 

oftener  than  do  state  universities  or  private  colleges.  A 
municipal  university  cannot  thrive  on  the  argument  that  it 
helps  society  or  posterity  or  children  of  talent  and  ambition. 
It  must  prove  that  it  helps  the  whole  city  which  supports  it, 
including  those  who  do  not  attend  its  regular  or  extension 
classes. 

Thus  we  find  Toledo's  university  making  reports  for  the 
council,  keeping  strict  account  of  time  given  by  the  faculty 
to  municipal  research  and  other  municipal  purposes,  and 
keeping  further  cumulative  record  of  all  ways  in  which  it  has 
helped  Toledo. 

Cincinnati's  president  reports  not  merely  to  his  board  of 
trustees  about  the  university  but  also  to  the  people  of 
Cincinnati  about  The  Service  of  the  University  to  the 
City,  which  records  divers  kinds  of  service  to  the  whole 
public. 

Municipal  universities  must  be  model  budget  makers, 
model  tax  spenders,  model  stewards,  model  publicity  agents, 
model  champions  of  the  public's  right  to  information  that 
enlightens.  Only  blind  alleys  of  popular  distrust  and  event- 
ual popular  repudiation  lie  ahead  for  municipal  universities 
which  fail  either  to  take  their  publics  frankly  and  fully  into 
their  confidence,  or  to  do  such  work  for  the  whole  com- 
munity as  when  rendered  and  described  will  make  the  whole 
community  wish  to  have  that  work  continued.  Asking  for 
$164,000  increase  over  last  year  in  a  total  of  $758,000, 
without  one  syllable  of  explanation,  as  did  New  York's 
City  College  in  1916,  will  bring  the  municipal  university  to 
a  short  turn,  not  because  it  owes  any  more  to  its  supporters 
than  do  other  colleges  and  universities,  but  because  the 
people  who  support  it  are  near  at  hand  and  are  compelled 
yearly  to  consider  the  alternatives  presented  to  them  for 
spending  their  taxes. 

Given  service  such  as  several  municipal  universities  are 
rendering  to  their  communities  and  given,  secondly,  the 
conviction  voiced  as  follows  by  Dean  E.  G.  Woodbridge  of 
Columbia  University's  faculty  of  political  science,  it  is  prob- 
able that  within  a  generation  every  city  of  100,000  or  over 


35O    Self -Surveys  by  Colleges  and  Universities 

in  the  United  States  will  have  a  privately  or  publicly  sup- 
ported municipal  college  or  university : 

"The  university  should  be  a  place  to  which  resort 
not  only  those  who  seek  degrees,  but  also  those  who 
seek  enlightenment,  encouragement,  and  inspiration. 
There  should  be  found  the  youngster  who  needs  in- 
struction, the  men  and  women  of  society,  those  busied 
with  affairs,  the  writer,  the  publicist,  the  statesman, 
the  men  of  the  professions,  the  inquisitive  wanderer, 
who  may  find  in  the  university  the  best  which  its  or- 
ganized effort  in  the  pursuit  of  the  best  can  afford. 

"  With  such  a  clientele  the  university  should  be  stim- 
ulated to  achieve  what  it  can  never  achieve  by  helping 
the  immature  to  secure  degrees." 

An  impecunious  municipal  university  will  be  an  anemic 
disappointment.  The  kind  thing,  therefore,  to  every  city 
which  is  moved  by  valid  reasons  for  having  a  municipal 
university  is  to  postpone  action  until  after  the  city's  ability 
to  support  it  has  been  investigated.  This  procedure  was 
followed  in  Dayton,  Ohio,  in  1917.  The  mere  statement 
of  the  advantages  of  a  municipal  university  led  influential 
business  men  to  demand  its  immediate  establishment.  The 
Dayton  Bureau  of  Research  advised  examination  first;  was 
retained  to  make  a  hurried  study ;  prepared  a  succinct  report 
of  36  pages  under  eight  headings : 

Summary  of  Findings 

The  Municipal  University 

Colleges  and  Departments 

Enrollment  Probabilities 

Financing  a  University 

College  Facilities  in  the  Miami  Valley 

The  Junior  College 

An  Alternative  Program 

The  school  committee  of  the  board  of  trustees  of  the  Dayton 
Bureau  of  Research  believe 


Look  before  Starting  a  University  351 

"  That  as  a  charge  upon  the  community  a  municipal 
university  is  not  at  this  time  considered  desirable,  but 
with  sufficient  endowment  the  matter  would  be  opened 
for  discussion  from  a  new  angle,  as  many  of  the  pres- 
ent objections  would  be  eliminated." 

The  summary  of  findings  listed 

1.  Dayton's  exceptional  facilities   for  university  work 
along  technical,  university,  and  governmental  lines. 

2.  Functions  which  a  municipal  university  might  per- 
form. 

3.  Reasons  for  not  adding  another  small  and  weak  col- 
lege to  Ohio's  list. 

4.  Other  present  unsatisfied  needs  which  would  compete 
with  the  university  for  consideration,  such  as  flood 
prevention,  city  planning,  elimination  of  grade  cross- 
ings, parks  and  playgrounds,  sewage  disposal,  new 
city  hall,  central  police  and  fire  stations,  city  abattoir, 
the  public  schools  in  nearly  every  phase  of  their  work. 

As  an  alternative  to  establishing  at  once  a  municipal  uni- 
versity the  Dayton  bureau  recommended : 

a.  Improvement  of  existing  schools. 

b.  Reorganization  for  better  vocational  training. 

c.  Encouragement  and  extension  of  cooperative  courses. 

d.  Study  of  the  junior  high  school  advantages. 

e.  Establishment  of  a  junior  college. 

f .  Cooperation  with  Cincinnati's  university. 

g.  A  study  of  normal-school  needs. 

The  report  itself  may  be  secured  by  addressing  the  Dayton 
Bureau  of  Research,  Dayton,  Ohio. 

How  naturally  one's  idea  of  accountability  and  publicity 
adapts  itself  to  the  source  of  support  is  illustrated  by  the 
recent  action  of  the  Municipal  University  of  Akron,  in  sub- 
stituting for  a  formal  annual  report  a  series  of  bimonthly 
bulletins. 


352    Self -Surveys  by  Colleges  and  Universities 

The  first  short  message  was  12  pages  —  5%  X724>  Feb- 
ruary, 1917.  A  pink  slip  announced: 

"  The  directors  of  the  Municipal  University  believe 
that  the  citizens  of  Akron  should  at  all  times  be  in- 
formed regarding  affairs  of  their  university.  They 
are,  therefore,  adopting  the  plan  of  reporting  several 
times  annually  to  the  people.  .  .  .  Any  citizen  may 
receive  these  bulletins,  etc." 

Taxpayers  are  shown  graphically  how  the  Municipal  Uni- 
versity has  increased  in  numbers  and  has  decreased  in  per 
student  cost.  The  last  page  is  given  to  "  needs  and  aims  " 
and  begins : 

"  Indications  point  to  a  strong  desire  on  the  part  of 
Akron  citizens  to  be  allowed  to  share  personally  in  the 
benefits  of  the  university.  The  demand  for  evening- 
class  work  has  surpassed  all  expectations.  .  .  .  Espe- 
cially encouraging  is  the  cooperation  of  Akron's  indus- 
tries. .  .  ." 

The  second  bulletin  listed  the  service  rendered  by  the 
university's  bureau  of  city  test  to  seven  different  city  de- 
partments, including  the  board  of  education. 

If  establishing  municipal  universities  means  making 
higher  education  community-minded,  perhaps  the  municipal 
university  will  become  the  benefactor  of  all  higher  educa- 
tion. 

121.     Colleges  and  Central  Boards  of  Education 

What  colleges  do  for  and  to  society  is  so  many  sided 
and  so  vital  that  society  cannot  afford  to  ignore  its  re- 
sponsibility for  minimizing  dangers  and  maximizing  bene- 
fits from  higher  education. 

Isolation  for  colleges  is  becoming  impossible.  False  ad- 
vertising by  one  college  not  only  injures  those  upon  whom 


University  of  Cincinnati 

One  way  to  find  what  Dean  Schneider  calls  "the  yellow  streak"  in  future 
engineers     "Coop."  students  in  real  foundries  and  shops 


Cincinnati 


Municipal  university  uses  factories 


Central  Boards  of  Education  353 

it  imposes  but  also  injures  every  other  near-by  college. 
Therefore  our  older  states  require  that  colleges  be  chartered 
and  that  they  issue  annual  financial  reports.  One  or  two 
states  have  gone  farther  and  prohibit  the  giving  of  degrees 
by  any  institution  that  has  not  an  endowment  of  $500,000 
or  the  equivalent  in  assured  income.  To  secure  facts, 
the  power  of  visitation  is  given  to  a  central  supervising 
board  of  education. 

Where  universities  and  normal  schools  are  supported 
from  public  funds,  their  responsibility  toward  other  pub- 
licly supported  schools  makes  necessary  some  clearing 
house  for  information  and  study  that  will  promote  helpful 
adjustment  of  one  educational  activity  with  all  the  others. 

The  current  demand  for  central  boards  of  education  can- 
not be  ignored  by  privately  supported  colleges  and  uni- 
versities, nor  can  it  be  blocked  by  ill-considered,  stand-pat 
opposition  of  private  colleges  working  naturally  with  state- 
university  and  normal-school  officers  who,  perhaps  natur- 
ally, resent  any  attempt  to  bring  them  under  central  super- 
vision. 

However  it  is  accomplished,  a  100%  view  of  every 
state's  educational  activities  is  a  necessity.  It  behooves 
self -surveyors  in  private  and  public  institutions  to  ask  them- 
selves where  they,  their  courses,  and  their  institutions  stand 
with  respect  to  other  educational  work  done  in  their  state, 
and  secondly,  to  ask  how  best  their  state  can  organize  for 
central  supervision  of  education. 

The  most  detailed  study  that  has  yet  been  made  of  educa- 
tional opinions  regarding  central  supervision  of  education 
was  by  Governor  E.  L.  Philipp  of  Wisconsin  in  1915. 

Letters  were  written  to  college  presidents,  foundation 
officers,  state  governors,  in  all  parts  of  the  country,  not 
merely  asking  them  what  they  thought  about  central  super- 
vision but  asking  one  specific  question  after  another  for  the 
purpose  of  eliciting  definite  answers.  The  correspondence 
was  digested  and  given  to  newspapers.  After  much  dis- 
cussion a  central  board  of  education  was  established,  with 
extensive  powers  of  inquiry  and  administration. 


354    Self -Surveys  by  Colleges  and  Universities 

Since  even  in  Wisconsin  governors  do  not  go  on  forever, 
perhaps  the  shortest  way  to  obtain  this  information  in  the 
future  will  be  to  address  the  Legislative  Reference  Library, 
Madison,  Wisconsin,  where  undoubtedly  the  correspond- 
ence will  be  filed.  A  succinct  published  report  entitled  Five 
Different  Reasons  for  a  Central  Board  of  Education  for 
Wisconsin's  Educational  Systems,  and  a  brief  report  by 
L.  P.  Benezet  on  a  field  study  of  Iowa's  central  board,  sum- 
marize the  findings. 

Unless  self -surveyors  are  watchful,  they  will  find  them- 
selves naturally  siding  for  or  against  a  proposal  for  their 
state  according  to  the  political  line-up  in  the  legislature,  or 
perhaps  without  study  they  will  be  influenced  for  or  against 
it  by  university  or  normal-school  officers. 

The  following  incident  may  encourage  educational  lead- 
ers and  followers  to  ask  for  specific  facts  before  taking 
sides :  After  a  number  of  letters  from  educational  leaders 
in  different  parts  of  the  country  condemning  the  central 
board  had  been  read  to  the  Wisconsin  legislature,  a  sen- 
ator asked  for  a  copy  of  the  letter  which  had  drawn  out  this 
opposition.  This  letter,  written  by  an  alumna  of  national 
reputation,  had  not  only  clearly  invited  opposition  but  re- 
ferred to  a  bill  that  not  only  was  not  before  the  legislature 
when  the  letters  in  opposition  were  read  but  had  actually 
been  withdrawn  for  amendment  before  it  ever  went  to  com- 
mittee ! 

122.     The  Effect  of  Foundations  upon  Colleges 

No  American  college  is  free  from  the  influence  of  great 
foundations  like  the  Carnegie  Foundation  for  the  Ad- 
vancement of  Teaching,  (Rockefeller)  General  Education 
Board,  and  Rockefeller  Foundation. 

Whether  colleges  want  to  be  influenced  by  foundations 
is  no  longer  the  question.  They  are  influenced  and  will 
continue  to  be  influenced  both  directly  and  indirectly. 

The  only  open  question  regarding  foundation  influence  is 
whether  that  influence  shall  be  toward  or  away  from  de- 


Foundation  Dangers  to  Education          355 

mocracy  in  education;  toward  or  away  from  freedom  and 
elasticity;  toward  or  away  from  recognition  of  merit  for 
its  own  sake  even  if  it  disagrees  with  foundations. 

To  maximize  foundation  benefits  and  to  minimize  foun- 
dation dangers  is  one  of  the  greatest  single  opportunities 
and  duties  of  the  American  college. 

That  foundation  influences  can  be  so  studied,  discussed, 
and  directed  that  they  will  be  negligibly  injurious  and  not- 
ably beneficial  is  certain.  It  is  equally  certain  that  a  laissez 
faire  policy  or  an  adulation  policy  or  a  policy  of  that  grati- 
tude which  is  a  lively  sense  of  favors  to  come,  will  take  from 
colleges  more  than  foundations  can  put  back. 

This  is  still  a  difficult  question  to  discuss  openly,  for  sev- 
eral reasons.  Looking  a  gift  horse  in  the  mouth  will  never 
be  a  popular  procedure  —  scores  of  our  colleges  have  re- 
ceived gifts  of  money  from  the  foundations.  Looking  a 
gift  horse  in  the  mouth  before  it  has  been  given  to  us  is 
particularly  ungracious  and  embarrassing  —  hundreds  of 
colleges  hope  for  gifts  from  foundations.  Again,  founda- 
tion trustees  include  presidents  of  private  and  public  col- 
leges and  universities  who  have  hosts  of  friends  in  the  col- 
lege world  —  to  question  foundations  ostensibly  managed 
by  one's  friends  seems  hardly  loyal. 

Conceding  that  foundations  are  animated  by  the  most 
unselfish,  most  altruistic,  highest  educational  and  patriotic 
motives,  there  is  nevertheless  inherently  in  their  position 
a  danger  to  themselves  and  to  their  beneficiaries. 

Not  needing  money,  they  necessarily  find  it  extremely 
difficult,  if  not  impossible,  to  see  the  world  as  it  is 
seen  by  those  who  desperately  need  money  for  their  good 
work. 

Not  being  under  pressure  to  make  out  a  case, —  i.e.,  to  sell 
their  goods;  i.e.,  to  convince  their  audience, —  they  instinc- 
tively grow  lax  in  desires,  in  scientific  method,  in  accuracy, 
in  attention,  in  consecutive  study,  in  vision,  and  in  sym- 
pathy. 

Having  money  to  give  away,  they  exercise  an  influence 
proportionate  not  to  the  money  they  hold  or  to  the  money 


35  6    Self -Surveys  by  Colleges  and  Universities 

they  give  away  but  rather  to  the  necessities  of  the  rest  of 
the  world  that  wants  some  of  that  money. 

It  is  not  foundation  greed  for  power  but  college  poverty 
that  gives  to  foundations  influence  which  they  cannot  possess 
and  colleges  cannot  yield  without  jeopardy  to  American  edu- 
cation. 

Because  of  the  money  power  they  represent  these  great 
foundations  are  "  good  news."  Not  only  can  they  afford 
to  prepare  their  stories  for  the  press  in  attractive,  wide- 
margined,  prettily  tinted  releases,  but  news  agencies  can 
afford  to  telegraph  broadcast  extracts  from  these  releases 
and  local  papers  can  afford  to  print  stories  about  them. 

When  foundation  benefactions  are  misrepresented  and 
exaggerated,  the  harm  cannot  be  undone  by  showing  that 
the  misrepresentation  and  exaggeration  were  by  newspapers 
or  school  journals  rather  than  intentional  by  the  publicity 
agents  of  the  foundations. 

For  example,  a  headline  reads  that  $100,000,000  has  been 
spent  by  one  foundation  on  schools  —  this  sum  is  ten  times 
too  large.  Another  headline  reads  that  a  certain  foundation 
gave  colleges  last  year  $12,435,780  —  this  is  the  total 
pledged  in  15  years.  An  educational  journal  edited  by  a 
professor  of  education  who  is  making  studies  for  a  certain 
foundation  refers  to  "  a  model  teachers'  home  dedicated 
February  16,  1917,  the  first  of  its  kind  to  be  built  in  Amer- 
ica." Hundreds  of  teachers'  manses  had  earlier  been  built  in 
America,  in  the  South,  Northwest,  and  Middle  West.  One 
hundred  and  forty-four  in  Washington  under  the  leadership 
of  State  Superintendent  Josephine  C.  Preston,  200  in  Texas, 
27  in  North  Carolina,  75  in  Oklahoma,  etc. 

In  these  three  announcements  alone  over  a  million  read- 
ers are  given  false  statements  and  misleading  impressions. 
Can  any  one  doubt  that  with  these  false  impressions  has 
gone  an  undue  influence  which  prepares  those  million  odd 
readers  to  ascribe  a  soundness  of  judgment  and  carefulness 
of  statement  proportionate  to  ability  to  have  sound  judg- 
ment? 

For  purposes  of  self -survey  concrete  instances  are  not 


Local  Effects  of  Foundations  357 

cited,  although  many  exist,  of  foundation  pressure  and 
foundation  influence  in  directions  prejudicial  to  the  interests 
of  American  education.  To  cite  these  instances  will  help 
no  self -survey  or.  On  the  contrary,  his  problem  is  three- 
fold: 

1.  In  what  respects  am  I,  an  individual  college 
teacher  or  officer,  influenced  by  foundations  as  I  would 
not  be  influenced  by  the  same  fact  or  suggestion  from  a 
colleague,  citizen,  or  editor  ? 

2.  What,  if  any,  evidences  are  there  that  the  man- 
agement of  our  college  is  giving  more  thought  to  what 
will  favorably  impress  foundations,  than  to  what  is 
needed  and  wanted  by  our  own  constituency  ? 

3.  What,  if  anything,  can  be  done  to  make  American 
colleges  and  universities  equal  to  and  not  subservient 
to  the  great  foundations? 

A  constructive  program  for  increasing  the  effectiveness 
of  foundations  and  for  decreasing  the  possibility  of  leth- 
argy or  arbitrary  use  of  power  is  here  tentatively  suggested 
to  students  and  managers  of  higher  education.  The  rea- 
son for  putting  this  program  tentatively  and  in  the  form 
of  questions  is  the  same  as  for  asking  questions  elsewhere 
instead  of  making  assertions ;  namely,  to  invite  the  reader  to 
reach  an  independent  conclusion  with  respect  to  each  ques- 
tion. See  Exhibit  I,  pages  360-361. 

Instead  of  discouraging  interest  in  education,  everything 
possible  should  be  done  to  multiply  the  number  of  men  and 
of  agencies  who  will  contribute  devotion,  study,  and  money 
to  the  upbuilding  of  our  colleges  and  universities. 

Foundations  as  handmaidens  to  higher  education  can  be 
of  infinite  helpfulness.  Foundations  as  arbiters  and  patrons 
of  higher  education  can  and  will  incalculably  deter  and  en- 
ervate. 

The  shortest  cut  to  the  proper  relation  between  higher 
education  and  educational  foundations  is  a  continuous, 
frank,  independent  self-survey  by  our  colleges  and  uni- 
versities. 


Appendix 


360  Appendix 


EXHIBIT    I. — A    Constructive    Program    for 
and  for  Decreasing  the  Possibility  of 

1 — Should  all  philanthropic  agencies  engaged  in  in- 
terstate philanthropy  or  investigation  be  required 
to  secure  national  charters  and  be  made  subject 
to  inspection  and  supervision  by  the  national  gov- 
ernment? 

&— Should  such  foundations  be  required  to  report  an- 
nually (a)  not  only  cash  in  and  cash  out  but 
work  done;  (b)  whether  income  has  been  spent 
or  allowed  to  accumulate;  (c)  opportunities  met 
and  not  met;  (d)  cost  of  each  kind  of  work  and 
of  each  important  undertaking? 

3 — Should  the  number,  character  and  purposes  of  ap- 
plications received  but  not  acted  upon  favorably 
be  reported  and  accompanied  by  statement  that 
all  applications  have  been  read  and  accounted 
for? 

4 — Should  failure  to  read  and  account  for  all  applica- 
tions be  reason  for  a  special  examination  and 
report  by  the  government? 

5— ^Should  interlocking  directorates  be  prohibited 
either  within  a  group  of  foundations  established 
by  one  donor  or  between  independent  founda- 
tions? Or,  whenever  donors  wish  to  have  the 
same  man  or  men  in  control  of  several  founda- 
tions, should  donors  be  required  to  act  under  sin- 
gle charters  so  that  the  ultimate  control  and  re- 
sponsibility will  be  constantly  advertised? 

6 — Should  foundations  be  prohibited  from  giving  away 
money  or  services  to  any  other  organization  or 
individuals,  e.  g.,  any  college,  civic  or  charitable 
agency,  church,  hospital,  etc.;  i.e.,  should  charters 
be  limited  to  foundations  which  will  direct  the 
spending  of  their  own  incomes  and  capital  and 
will  assume  responsibility  for  the  efficiency  and 
safety  of  the  results? 

7 — At  least  should  charters  be  refused  for  the  double 
service  of  giving  away  money  to  colleges,  civic 
agencies,  etc.,  and  at  the  same  time  conducting 
general  investigations  in  these  fields? 

8 — Should  all  charters  include  provision  for  public  ex- 
amination of  foundation  records  subject  only  to 


Exhibit  I:    Program  for  Foundations       361 

Increasing  the  Effectiveness  of  Foundations 
Lethargy  or  Arbitrary  Use   of  Power 

reasonable  restrictions  such  as  now  control  citi- 
zen inspection  of  governmental  records? 
9 — In  order  to  insure  periodic  comparison  of  work  by 
foundations  with  the  opportunities  for  service 
which  have  been  presented  to  them  and  in  order 
to  keep  the  burden  of  proof  upon  the  foundations 
rather  than  upon  an  unorganized,  un  watchful  and 
generally  uninformed  public,  should  the  life  of  a 
charter  be  limited  to  20  years,  renewable  only  by 
new  appeal  and  submission  of  new  evidence  to 
the  public? 

10 — Should  all  findings  of  fact  by  foundations  regard- 
ing public  or  private  agencies  or  officers  be  sub- 
mitted to  such  agencies  or  officers  for  confirma- 
tion or  modification  according  to  the  truth  before 
being  finally  incorporated  in  a  report  for  the  pub- 
lic or  for  the  governing  Aboard  of  the  foundation? 

11 — 'Should  the  fact  base  of  all  generalizations  and  pro- 
posals made  by  foundations  regarding  individuals 
involved  in  such  proposals  be  clearly  stated  to- 
gether with  the  proposals:  how  many  persons  and 
who  were  examined,  how  many  and  what  records 
were  examined,  how  long  was  the  investigation, 
what  conferences  were  held,  etc.? 

12 — Should  membership  upon  boards  of  foundations  by 
officers  or  employees  of  national,  state  or  city 
governments  or  bodies  be  prohibited  on  penalty 
of  forfeiting  the  foundation  charter? 

13 — Should  trustees  of  foundations  when  elected  to  pub- 
lic office  be  required  to  resign  their  trusteeships? 

14 — Should  charters  specifically  prohibit  foundations  or 
officers  speaking  for  foundations  from  recom- 
mending or  urging  the  appointment  of  individu- 
als to  public  or  semi-public  office,  such  as  mem- 
bership on  boards  of  education,  presidencies  of 
colleges  and  universities,  and  professorships,  and 
should  recommendations  made  by  foundation  of- 
ficers in  their  individual  capacities  with  respect 
to  fields  within  the  foundations'  scope  be  reported 
to  the  trustees  in  writing  and  made  a  permanent 
record? 


362  Appendix 

EXHIBIT  II 

MADISON,  Wis.,  May  22,  1914 
To  the  Faculty  Members  of  the  University  of  Wisconsin 

The  inclosed  questions  and  requests  for  information  and  suggestions 
are  going  today  to  all  persons  who  have  to  do  officially  with  instruction 
and  research  at  the  University  of  Wisconsin. 

Individual  members  of  the  faculty  are  addressed,  including  all  posi- 
tions and  including  the  most  recent  accessions  to  the  faculty,  because 
it  is  felt  that  no  one  else  can  so  effectively  explain  and  demonstrate 
the  personal  and  social  value  of  his  subject  or  his  department  or  his 
work,  as  can  the  faculty  member  charged  with  giving  instruction  or 
training  through  his  work,  subject  and  department. 

Each  question  calls  for  definite  information  which  the  State  Board 
of  Public  Affairs  feels  should,  in  fairness  to  the  state  which  supports 
the  University  and  to  the  University  itself,  be  obtained  by  the  Uni- 
versity Survey  directly  from  the  faculty  members. 

Similar  information  has  been  obtained  from  all  who  have  part  in 
normal  school  instruction  in  this  state;  and  similar  information  will 
later  be  obtained  from  instructors  in  high  schools,  county  training  and 
agricultural  schools. 

We  particularly  hope  that  you  will  take  advantage  of  repeated  in- 
vitations and  of  the  blank  pages  which  ask  for  your  help  in  securing 
statements  of  fact,  and  suggestions  not  specifically  called  for  in  this  set 
of  questions.  Will  you  think  of  these  questions  not  as  a  duty  but  as 
an  opportunity  to  record  the  essential  truth  about  your  work  and 
the  University  so  that  the  public  cannot  fail  to  understand? 

The  only  purpose  in  asking  for  the  information  here  called  for  is 
to  obtain  facts  or  suggestions  that  will  help  the  University  and  the 
State  of  Wisconsin  when  considering  the  numerous  questions  that  come 
biennially  before  the  legislature  and  constantly  before  the  administra- 
tive officers  of  the  University  and  the  State.  We  ask  for  the  informa- 
tion in  order  that  we  may  use  it  in  our  report.  We  shall,  however, 
regard  as  strictly  confidential  any  part  of  your  answer  which  you  may 
mark  confidential.  Every  precaution  will  be  taken  by  the  University 
Survey  in  reading  and  using  papers  returned  to  it  so  as  to  insure 
confidence,  where  confidence  is  requested. 

Special  conferences  have  been  held  and  will  be  held  further  with  the 
president,  the  deans,  chairmen  of  the  departments  and  others  having 
special  responsibilities. 

All  findings  of  fact  will  be  submitted  in  advance  of  publication  or  of 
use  for  conclusion  or  recommendation  to  the  departments  whose  work 
and  needs  are  described. 

THE  UNIVERSITY  SURVEY, 

By  the  State  Board  of  Public  Affairs. 

FRANCIS  E.  McGovERN, 
Governor  and  Chairman  State  Board  of  Public  Affairs. 

A.  W.  SANBORN, 
Chairman  University  Survey  Committee. 


Exhibit  II:    Faculty  Questionnaire         363 

DIRECTIONS 

NOTE.  This  was  written  on  University  Survey  stationery  covering 
all  committees,  names  and  State  Capitol  photograph.  Signatures  were 
facsimiles.  Size  sheet  8^  x 


1.  Answer  every  part  of  each  question.    If  you  leave  any  question 

unanswered  it  will  be  necessary  for  us  to  resubmit  it  for  your 
reply.  If  you  cannot  give  the  information  called  for,  or  if  any 
question  does  not  seem  to  apply  to  your  work,  write  "I  don't 
know,"  or  "  Does  not  apply,"  or  equivalent. 

2.  In  cases  where  you  have  previously  given  the  ^information  called 

for  in  the  question,  if  you  prefer  to  do  so,  indicate  the  page  and 
number  of  answer  giving  the  information  desired. 

3.  In  all  cases,  unless  otherwise  stated,  all  questions  apply  to  the  cur- 

rent University  year,  October,  1913,  to  date. 

4.  Make  your  answers  as  specific  as  possible.    Concrete  illustrations 

are  very  much  desired.    Avoid  generalities. 

5.  Wherever  available,  send  copies  of  instructions  used,  forms,  syllabi, 

conference  programs,  etc.  If  not  available,  please  indicate  where 
they  may  be  obtained. 

6.  In  most  cases  sufficient  space  for  the  answer1  is  left  on  the  paper  on 

which  the  question  appears.  If  space  is  insufficient  use  blank 
sheets  at  the  end  of  this  set  of  questions.  Be  sure,  however,  that 
every  answer  is  given  the  same  notation  as  the  question  to  which 
it  applies. 

[Generous  use  was  made  of  blank  spaces,  varying  from  %  inch 
to  3  or  6  inches  and  including  several  blank  pages.  Where  it  is 
easy  to  write  faculties  will  write.  Spaces  omitted  here.] 

7.  It  is  desired  that  in  all  cases  replies  be  made  without  conference 

with  any  one  else,  except  when  it  is  necessary  to  get  specific  in- 
formation from  an  associate.  In  all  matters  calling  for  your 
suggestion,  advice  or  criticism,  the  committee  desires  what  you 
yourself  think  or  believe. 

8.  Suggestions  or  information  not  called  for,  which  you  consider  help- 

ful, will  be  appreciated. 

9.  Enclose  your  answers  in  the  envelope  supplied,  and  then  mail  direct 

to  the  State  Board  of  Public  Affairs,  or  if  you  prefer,  deliver  to 

the  University's  mail  service. 
10.  Please  return  your  replies  as  soon  as  possible,  but  not  later  than 

June  20,  1914. 
II   If  you  desire  information  regarding  the  Survey,  or  an  interview, 

please  address  University  Survey,  attention  of  William  H.  Allen 

or  of  A.  N.  Farmer. 


364 


Appendix 


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Exhibit  II:    Faculty  Questionnaire         365 

AS  TO  RATING  OR  GRADING  STUDENTS'  WORK 

What  rule  do  you  follow  in  giving  the  mark  of : 

Excellent 

Good 

Fair 

Poor  

Incomplete    

Conditioned    

Failed  

Do  you  consider  uniformity  of  standard  in  grading  throughout  your 
college  desirable? Why? 

Do  you  record  the  presence  or  absence  of  each  enrolled  student  at 
each  session  ? How  ? 

A.    Final  Examinations 

1.  In  which  of  this  year's  courses  have  you  not  given  final  examina- 
tions? Why  not? 

2.  In  which  have  you  given  final  examinations? 

3.  How  many,  if  any  students,  by  course  numbers,  were  excused 
from  taking  final  examinations? 

4.  On  what  condition  are  students  excused? 

5.  In  giving  the  final  grade  what  relative  weight  do  you  attach  to 

(a)  Oral  recitations  and  quizzes 

(b)  Written  work  during  the  term 

(c)  Final  written  tests 

(d)  Term  thesis 

(e)  Oral  report  on  special  assignments 

(f)  Other  (please  specify) 

6.  How  many  students  have  you  "  failed  "  this  year 

(a)  Whose  "  term  work "  was  satisfactory  but  who  failed  in  the 

final  examination? 

(b)  Whose  "  term  work  "  was  unsatisfactory  but  who  passed  the 

final  examination? 

(c)  Whose  "  term  work "  and  final  examinations  were  unsatis- 

factory in  spite  of  earnest  effort? 

(d)  Of  those  finally  failed  how  many  had  you  warned  that  their 

work  was  likely  to  result  in  failure,  unless  improved? 

How  long  before  the  end  of  the  term? 

(e)  How  many  students  finally  passed  whom  you  warned  of  pos- 

sible failure? 

(f)  How   many   dropped   out   of    each   of   your   courses   each 

semester  before  the  end  of  the  semester? 

So  far  as  you  know,  please  indicate  why  they  dropped  out 

7.  What  individual  attention,  either  in  or  out  of  class,  have  you  given 
to 

(a)  Students  doing  unsatisfactory  work  in  spite  of  their  best 

effort  ?    Number ? 

Lagging  students  who  seem  not  to  try?    Number ? 

Students  who  "  pass  "  but  seem  not  to  try?    Number ? 

About  how  many  students,  out  of  classroom  or  stated  meet- 


366  Appendix 

ing,  have  this  year  sought  your  advice  and  assistance  as  to 
studies  ? ;  as  to  vocations  ? ;  as  to  other  per- 
sonal matters? 

(e)  What  has   interfered  with  your  seeing  as  much  of  your 

students  as  you  and  they  need  for  best  results  ? 

(f)  Do  you  care  to  suggest  how  the  relations  of  instructor  with 

student  may  be  made  more  effective  other  than  through 
the  present  student  adviser  system,  dean  of  women  and 
proposed  dean  of  men? 

B.  How  far  is  "  discipline "  a  problem  in  your  courses  ?  How  many 
cases  have  you  had  this  year?  Please  indicate  the  nature  of  each 
case  and  final  disposition 

I.    EDUCATIONAL  QUALIFICATIONS 

A.  Elementary  education 

I.  Names  of  elementary  schools  you  attended 

Year 

(a)    from  to 

(b)   from to 

(c)   from to 

B.  Secondary  education 

i.  Names  of  high  schools  you  attended 

Year 

(a)   from  to 

(b)    from  to 

(c)   from  to 

C.  College  education 

I.  Names  of  colleges  you  attended 

Year  Degree 

(a)   from  to 

(b)    from  to 

(c)   from  to 

Date  of  graduation 

D.  Postgraduate  work,  including  professional  studies  in  law,  medicine, 

engineering,  etc. 

Year  Degree 

(a)    from  to 

(b)    from   to 

(c)   from  to 

(d)    from  to 

(e)    from  to 


2.  Subj  ect  of  master's  thesis  

3.  Subject  of  doctor's  thesis 

Is  it  published? Is  it  in  the  University  library?. 


Exhibit  II:    Faculty  Questionnaire          367 

4.  Special  preparation  or  training  for  the  work  of  instruction,  special- 
ization, field  experience,  etc.,  which  you  deem  of  consequence  in  this 
relation 

5.  Other  research  work  —  fields,  results,  how  published,  where  avail- 
able,—  so  far  as  you  wish  them  of  record  with  the  University  Survey 

II.    EXPERIENCE  AS  A  TEACHER 

1.  No.  of  years  you  taught  in  Rural  Schools yrs. 

2.  No.  years  you  taught  in  grades  of  Graded  Schools, yrs. 

3.  No.  years  you  taught  in  High  Schools yrs. 

4.  No.  years  you  taught  in  County  Training  Schools, yrs. 

5.  No.  years  you  taught  in  Normal  Schools, yrs. 

Name  of  Institution                     Dates                       Subjects  Taught 
(a)    from to 


(b)   from to 

:) 


(c)   from to 

6.  No.  years  you  taught  in  Colleges  or  Universities, yrs. 

Name  of  Institution                     Dates                       Subjects  Taught 
(a)    from  to 


(b)    from  to 

0 


(c)   from to 

(d)   from to , 

(e)   from to 

(f  )   from to 

7.  No.  years  you  taught  in  other  schools, yrs. 


Name  of  Institution 

Dates                       Subjects  Taught 
.  .  .  .   to  

(b)   . 

.    .  .  .  from  .... 

.  ...   to  

(c)   . 

....  from  .... 

to  

(d)   . 

.  .  from  .... 

.  .  .  .   to  

(e)   . 

.    .  from  .... 

.  .  .  .   to  

(?)   • 

....  from  .  .  .  . 

to  

M   

.  .  from  . 

.   to  . 

III.    EXPERIENCE  AS  SUPERVISOR  OR  ADMINISTRATOR 

No.  years  experience  as  supervisor  or  administrator, ,  as  follows : 

Portion 

Subjects     of  Time 

Position         Name  of  Dates  Taught,    Devoted 

Held  School  if  Any          to 

Teaching 
(a) 
(b) 
(c) 
(d) 
(e) 
(f) 
(g) 


from  .  .  . 

.  .  .  to  

from 

to 

from 

to 

from 

to 

from 

to 

from  .  .  . 

...  to  

.  .  from  . 

.  to  . 

368  Appendix 


IV.  SUPERVISION  OF  YOUR  CLASSROOM  OR  SEMINARY 

WORK 

A.  How  often  has  your  classroom   work  this   University  year  been 

observed  since  October,  1913  —  including  laboratory  work,  semi- 
nary, etc.? 

1.  By  the  chairman  of  your  department 

2.  By  other  members  of  your  department 

3.  By  representatives  of  the  state  department  of  public  instruction 

4.  By  representatives  of  the  board  of  visitors 

5.  By  others  (please  indicate  who) 

6.  By  regents 

7.  Who,  not  mentioned  above,  exercise  supervisory  authority  over 

your  work? 

B.  State  under  what  circumstances,  by  whom,  when,  and  with  what 

results,  the  efficiency  of  your  classroom  or  seminary  teaching  has 
been  ascertained  other  than  by  observation  of  classroom  work 

V.  ABOUT  HOW  MANY  PERSONAL  INTERVIEWS  REGARD- 

ING YOUR  COURSES  HAVE  YOU  HAD  THIS  UNIVER- 
SITY YEAR  (SINCE  OCTOBER,  1913)? 

A.  With  the  president 

B.  With  the  dean  —  upon  his  initiative  —  upon  your  initiative  —  ac- 

cidental 

C.  With  the  instructor  in  charge 

D.  With  the  chairman  of  your  department 

E.  State  briefly  the  purposes  and  general  results  of  such  interviews 

VI.    COURSES  OF  STUDY 

1.  In   determining  subject  matter,   emphasis,  order  and  method  of 

treatment,  etc.,  of  courses  offered  by  you,  what  part  is  taken 
by  others  than  yourself  —  by  whom? 

2.  Have  you  at  present  a  syllabus  of  each  course  you  offer? 

3.  Was  a  copy  of  each  submitted  to  the  chairman  of  your  depart- 

ment?   To  the  instructor  in  charge? 

4.  Has  your  department  as  such  ever  considered,  analyzed  and  criti- 

cized your  syllabi  ?    What  individuals  have  done  so  ? 

5.  If  so,  describe  how  this  was  done,  when,  and  what  specific  changes 

or  modifications  were  made  by  you  as  a  result 

6.  What  courses  are  you  giving  for  the  first  time  this  year? 

7.  Which  of  this  year's  courses  have  you  given  two  or  more  times 

before  ? 
Please  indicate  the  changes  you  have  made  in  them  for  this  year 

8.  State  specifically  what  needed  equipment  or  supplies  are  so  de- 

ficient as  to  handicap  you  in  your  teaching 

9.  What  attempts  have  you  made  to  get  these  since  October,  1913, 

to  date? 

10.  What  effort  did  you  make  to  have  them  included  in  the  budget 
estimates  for  1914-1915? 


Exhibit  II:    Faculty  Questionnaire          369 

11.  How  is  classroom  work  correlated  with  laboratory  —  shop  —  field 

practice  work? 

12.  What  foreign  languages  and  what  other  subjects  are  necessary 
as  a  prerequisite  for  successful  work  in  your  courses? 

VII.    ABILITY  OF  STUDENTS  TO  DO  WORK  OF  YOUR 
COURSES 

1.  State  specifically  (illustrate  when  possible)  to  what  extent,  and  in 

what  courses,  you  are  prevented  from  giving  and  requiring  the 
kind  of  work  you  believe  your  students  ought  to  do  because  of 

(a)  immaturity  which  prevents  them  from  understanding  the 

subject  matter 

(b)  poor  preparation  in  the  fundamentals  upon  which  your  work 

is  based 

(c)  not  knowing  how  to  study 

(d)  indifference  or  lack  of  interest 

(e)  aversion   to   or   disinclination   to   consecutive   concentrated 

work 

(f)  social  diversions 

(g)  outside  student  activities 

(h)  presence  of  men  and  women  in  the  same  sections 

2.  What  suggestions  have  you 

(a)  for  improving  the  preliminary  preparation  —  in  quality  or 

quantity  —  of  students  who  are  planning  to  enter  your 
courses? 

(b)  for  adapting  University  work  to  the  abilities  of  students 

entering  as  to  either  subject  matter  or  to  method  of  teach- 
ing, special  examinations,  reviews,  study  conferences,  re- 
wards for  excellence,  penalties,  etc.? 

3.  What,  if  any,  evidences  do  you  see  that  students  are  helped  too 

much,  or  too  little,  after  reaching  the  University? 

4.  Do  you  consider  present  day  students  more  able,  equally  able,  less 

able  to  do  University  work  than  those  of  10  years  ago  ? 

5.  In  what  respects  have  the  requirements  of  your  work  changed  in 

10  years  because  of  students'  ability? 

VIII.    THE  FACULTY  MEETING  OF  YOUR  COLLEGE 

1.  How  many  meetings  have?  you  attended  during  the  present  Uni- 

versity year,  1913-1914? 

2.  State  specifically  what  part  you  took  in  the  faculty  meetings  dur- 

ing the  year  1913-1914 

3.  How  do  you  learn  about  the  proceedings  of  meetings  which  you 

have  not  attended? 

4.  State  specifically  of  what  value  the  meetings  have  been  to  you 

5.  Indicate  how  these  meetings  could  be  made  of  greater  value  to  you 

IX.    GENERAL  DEPARTMENTAL  MEETINGS 

1.  How  many  meetings  have  you  attended  since  October,  1913? 

2.  State  specifically  of  what  value  the  meetings  have  been  to  you 


370  Appendix 

3.  Indicate  how  these  meetings  might  be  made  of  greater  value  to  you 

4.  Will  you  suggest  ways  in  which  each  faculty  member  may  most 

easily  learn  about  the  advance  steps,  plans  and  discussions  of 
other  departments  than  his  own  and  of  the  other  individual 
faculty  members  ? 

5.  Please  describe  purpose  and  results  of  any  other  meeting,  or  con- 

ferences, formal  or  informal,  that  should  be  recorded  in  this  con- 
nection 

X.  DEPARTMENTAL  COMMITTEE  MEETINGS  FOR  FAC- 
ULTY MEMBERS  OF  RANK  OF  ASSISTANT  PROFESSOR 
OR  HIGHER 

1.  How  many  meetings  have  you  attended  this  year  ? 

2.  State  specifically  of  what  value  the  meetings  have  been  to  you 

3.  Indicate  how  these  meetings  might  be  made  of  greater  value  to  you 

XI.    GENERAL  UNIVERSITY  FACULTY  MEETINGS 

1.  How  many  meetings  have  you  attended  this  year? 

2.  State  specifically  of  what  value  the  meetings  have  been  to  you 

3.  Indicate  how  these  general  faculty  meetings  might  be  made  of 

greater  value  to  you 

4.  Have  you  read  the  questions  used  in  the  study  of  Oberlm  by  the 

faculty  in  1908-1909? 
Have  you  read  the  report  of  this  study? 

5.  Have  you  read  reports  on  the  Princeton  Preceptorial  method? 
Or  the  recent  report  on  Bowdoin's  test  of  this  method  ? 

XII.    WORK  TURNED  OVER  TO  ASSISTANTS 

How  many  of  your  stated  periods  for  meeting  students  have  you, 
since  this  University  year,  October,  1913,  to  date,  turned  over  to 

assistants  ?    Total   Recitation or  Lecture Seminary 

Other....     How  many  have  you  failed  to  meet? 

XIII.    SUMMER  AND   OTHER  OUTSIDE  EMPLOYMENT 

1.  Did  you  teach  in  the  summer  course  last  year?    No.  hrs.  per 

week 

2.  Do  you  think  the  summer  course  should  be  extended  to  nine 

weeks?    To  twelve  weeks?    Why? 

3.  How  many  weeks  of  complete  vacation  did  you  have? 

4.  How  many  weeks  part  work,  part  vacation? 

5.  How  many  weeks  were  you  employed  on  outside  remunerative 

work? 

6.  Will  you  care  to  state,   for  confidential   uses,  the  total  earned 

(not  including  extension  work)  in  outside  employment,  lectures, 
writing,  consulting,  the  last  year?  Total  during  the  summer 
only?  During  the  school  year? 

7.  Do  you  consider  that  outside  employment  helps  or  hinders  Uni- 

versity work  in  your  field? 


Exhibit  II:    Faculty  Questionnaire         371 


XIV.    TIME  REGULARLY  REQUIRED  BY  UNIVERSITY  WORK 
DURING  THE  UNIVERSITY  YEAR 

i.  Approximate  the  average  number  of  hours  per  typical  week  de- 
voted to  each  of  the  following  during  the  spring  semester,  1914. 
In  blank  lines  indicate  any  other  activities  so  that  your  report 
will  definitely  show  the  demands  made  upon  your  time  by  the 
University 


Kinds  of  work 


No.  hrs. 
per  wk. 


Characterization  or  remarks 


(a)  classroom      work      (not 
Seminary) 


(b)  seminary  work 

(c)  conferences 


with    your 

students  

on  class  room  work 
on     seminary    work 

(d)  conferences  with  associ- 

ates   

(e)  supervision    of    others' 

instruction    

(f)  personal  preparation  for 

courses,     syllabi,     etc. 

(g)  reading  papers  or  theses 
(h)  clerical   work  for  your 

university  work    

(i)  work  with  student  or- 
ganizations   

(j)  special  university  assign- 
ments other  than  as 
adviser,  including  reg- 
ular and  special  com- 
mittees   

(k)  work  as  student  adviser 
(1)  professional  reading 
other  than  research  . . 
(m)  literary  work  or  study 
(n)  research,  your  own,  not 

students'    

(o)  extension  work,  regular 
(p)  other    (please    specify) 


2.  Apart  from  the  above  how  many  hours  per  semester  are  required 
by 

(a)  regular  seasonal  demands  such  as  registration,  term  ex- 

aminations, etc. 

(b)  occasional  demands  such  as  extension  lectures,  conversa- 

tions, etc. 

(c)  civic  work  as  a  citizen  of  Madison 

(d)  work  for  national  societies  as  officer 


372  Appendix 

(e)  work  for  national  societies  as  member,  including  attendance 

at  conventions,  etc. 

(f)  work  for  state  societies  as  officer 

(g)  work  for  state  societies  as  member,  including  attendance 

at  conventions,  etc. 
(h)  outside  professional  employment 

XV.    UNIVERSITY  COMMITTEE  ASSIGNMENTS 

1.  Name  the  regular  committees  of  which  you  are  a  member  (note 

if  chairman)  this  semester,  and  state  for  each  the  approximate 
number  of  hours  required  per  semester 

2.  Name  the  special  committees  of  which  you  have  been  a  member 

(note  if  chairman)  this  University  year,  and  state  for  each  the 
approximate  total  number  of  hours  required  this  University  year 

3.  Do  you  feel  that  these  committee  assignments  help  or  interfere 

with  your  instruction  work?  Your  research  work?  Your  other 
administrative  work? 

4.  Have  you  suggestions  as  to  reducing  committee  or  clerical  work 

by  faculty  members? 

5.  How  if  at  all  would  you   have  the   work  of   student  advisers 

changed  ? 

XVI.    THE  "PRODUCT"  OF  YOUR  UNIVERSITY  WORK 

1.  What  do  you  believe  to  be  the  most  important  measure  of  the  effi- 

ciency of  University  teaching? 

2.  By  what  "  product "  or  "  results  "  do  you  feel  that  your  University 

work  should  be  judged? 

3.  Please  list  typical  or  most  gratifying  products  or  results  which 

you  wish  recorded  among  your  services  to  productive  scholar- 
ship, learning,  or  business  or  social  progress  that  the  people  of 
Wisconsin  ought  to  understand  and  remember 

XVII.   OFFICIAL  FACTORS  AFFECTING  YOUR  EFFICIENCY 

State  specifically  in  what  ways  your  professional  efficiency  has  been 
affected  and  how  you  have  been  helped  in  dealing  with  students, 
in  method  of  instruction  and  subject  matter  by 

the  president 

the  dean 

(c)  the  chairman 

(d)  the  instructors  in  charge 

(e)  university  scientific  societies 

(f)  other  official  factors 

Name  local,  state  or  national  scientific  bodies  of  which  you  are  a 
member 

XVIII.    RELATION  TO  THE  STATE  OF  WISCONSIN 

1.  Name  the  positions  you  have  held  in  and  for  the  state  govern- 

ment, with  dates 

2.  Name  the  positions  you  have  held  in  and  for  the  government  of 

the  city  of  Madison,  with  dates 


Exhibit  II:    Faculty  Questionnaire         373 

3.  State  specifically  what  you  have  done  to  acquaint  yourself  with 

actual  conditions  and  needs  in  Wisconsin  that  relate  to  the  work 
of  your  department 

4.  Name  the  Wisconsin  communities  other  than  Madison  which  you 

have  visited  since  June,  1913 

5.  Which  communities  were  visited  in  connection  with  your  Uni- 

versity work? 

6.  State  in  what  respects,  if  at  all,  each  of  your  courses  is  different 

from  what  it  would  be  if  given  in  an  eastern  privately  supported 
institution,  that  is,  in  what  respects  it  is  modified  as  a  result 
of  your  analysis  of  Wisconsin's  social,  industrial  and  educational 
conditions  and  needs  or  your  study  of  the  students  who  are  in 
your  classes 

XIX.    DIFFICULTIES  AND  NEEDS 

1.  Under  what  difficulties,  if  any,  are  you  working  which  interfere 

with  your  highest  efficiency  as  faculty  member? 

2.  Do  you   feel   that   faculty  members   are   underpaid?    Overpaid? 

Overworked?    Underworked?    Please  illustrate 

3.  Will  you  suggest  ways  more  closely  to  fit  pay  to  work  or  work  to 


WhaVlii 


lines  of  University  work  would  you  like  to  do  which  your 
present  program  does  not  permit? 


XX.    MISCELLANEOUS  SUGGESTIONS 

1.  What  proportion  of  the  written  work  for  your  classes  is  corrected 

by  you?  Are  papers  returned  to  students?  How  are  corrected 
papers  used  for  teaching  purposes? 

2.  What  criticism  or  suggestions  not  covered  by  these  questions  have 

you  as  to  improving  or  increasing  the  efficiency  of  your  own 
work  or  the  work  of  the  University  as  a  whole  ?  The  University 
Survey  desires  to  make  this  study  as  thorough  and  compre- 
hensive as  possible  and  will  welcome  your  help  in  formulating 
a  constructive  report  as  to  University  and  State  needs.  The 
report  will  not  be  based  upon  opinions,  but  opinions  and  sugges- 
tions point  to  records  and  to  field  work  which  should  be  exam- 
ined. Statements  of  fact  when  confirmed  will  be  used  no  mat- 
ter from  what  source  derived,  except  as  confidence  is  requested. 

3.  Typical  of  points  regarding  which  your  further  suggestion  is  in- 

vited are:  Are  students  expected  to  do  too  little  work?  Are 
regular  demands  upon  students  by  courses  uniform?  Is  enough 
attention  given  to  English  in  other  than  English  courses  ?  What 
maximum  number  of  hours  gives  best  instruction  results?  What 
is  the  best  proportion  of  instruction  to  research?  Where,  if  at 
all,  are  mixed  classes  undesirable  ?  Is  the  combination  of  gradu- 
ates with  undergraduates  undesirable?  Is  the  semester  the  right 
unit  for  courses?  Do  freshmen  and  sophomores  see  enough  of 
the  instructors  of  higher  rank?  Are  library  facilities  adequate? 
Are  student  assemblies  desirable?  Is  work  of  related  depart- 


374  Appendix 

ments  adequately  correlated  ?  Should  number  of  cuts  be  limited  ? 
Should  students  be  required  to  show  that  they  have  made  up  lost 
work?  Is  there  enough  of  application  of  theory  to  actual  prac- 
tice? How  should  entrance  requirements  be  modified?  etc.,  etc. 


Exhibit  III:    Alumni  Questionnaire         375 


EXHIBIT  III 

MADISON,  Wis.,  Sept.  24,  1914 

Request  for  Cooperation 

from 
Alumni  Members  and  Former  Students 

As  you  know,  the  legislature  of  1913  directed  the  State  Board  of 
Public  Affairs  to  conduct  a  survey  of  the  normal  schools,  high  and 
county  training  schools  and  the  University  of  Wisconsin,  and  to  report 
facts  and  recommendations  not  later  than  December  ist,  1914. 

The  survey  of  the  eight  normal  schools,  A.  N.  Farmer,  Director,  has 
been  completed  with  results  that  already  include  specialized  courses 
according  to  the  work  teachers  plan  to  do,  the  dropping  of  .Latin, 
the  dropping  of  college  courses  from  four  normal  schools,  a  division 
of  reference  and  research  for  the  regents  and  field  inspection  for  the 
purpose  of  putting  into  effect  survey  recommendations. 

The  survey  of  the  University  began  last  April  with  an  effort  to 
answer  the  twelve  generally  worded  questions  on  page  three  here- 
with. 

The  letter  on  page  two  with  forty  pages  of  questions  was  sent  to  all 
members  of  the  University  instructional  staff.  Answers  from  580  are 
now  being  studied  and  recorded  under  proper  headings, —  a  veritable 
mine  of  fact  and  suggestion. 

Among  special  studies  already  made  are  the  following:  agricultural 
college  and  extension  work  by  Professor  Branson;  use  of  rooms  in 
University  buildings;  8000  examination  and  term  papers;  extension 
division;  courses  for  the  training  of  teachers;  high  school  inspection; 
350  classroom  exercises;  Wisconsin  High  School;  charts  of  organiza- 
tion ;  maps  showing  attendance,  cost  per  hour  per  student,  etc. ;  regents' 
investigations;  faculty  minutes;  registration  methods;  housing  lists; 
the  adviser  system ;  supervision  of  instruction,  etc. 

Hearty  cooperation  has  been  shown  by  university  officials  including 
regents,  president,  deans,  instructional  staff  and  business  officers. 

The  Executive  Committee  of  the  Alumni  Association  has  author- 
ized the  Board  of  Public  Affairs  to  state  that  it  is  the  wish  of  the 
Executive  Committee  of  said  association  that  every  alumnus  make 
an  extra  effort  to  answer  the  questions  submitted  immediately  and 
fully,  so  that  the  survey  may  be  of  the  greatest  possible  value. 

While  trying  to  frame  questions  which  will  call  for  concrete  in- 
stances and  in  large  part  for  checks  so  as  to  save  your  time,  we  shall 
be  very  glad  to  receive  suggestion,  criticism,  comment  or  ex- 
pression of  opinion  on  university  work  and  needs  which  falls  within 
one  of  the  generally  worded  questions  on  page  three. 

In  justice  to  those  who  answer,  and  to  those  whose  names  you  may 
mention,  all  personal  statements  will  be  regarded  as  strictly  confidential 


376  Appendix 

and  the  answers  will  be  destroyed  as  soon  as  they  have  been  compiled 
and  their  results  used  by  the  University  Survey. 
ADVISORY  COMMITTEE* 

THE  UNIVERSITY   SURVEY, 
By  the  State  Board  of  Public  Affairs. 

FRANCIS  E.  McGovERN, 
Governor  and  Chairman  State  Board  of  Public  Affairs. 

A.  W.  SANBORN, 
Chairman  University  Survey  Committee. 

[Copy] 

To  the  Faculty  Members  of  the 
University  Extension   Division,   University  of  Wisconsin 

The  inclosed  questions  and  requests  for  information  and  suggestions 
are  going  today,  with  the  approval  of  Dean  L.  E.  Reber,  to  all  persons 
who  have  to  do  officially  with  the  University  Extension  Division. 
[Same  as  general  letter  above,  page  362] 

12  QUESTIONS  THE  UNIVERSITY  SURVEY  SHOULD 
ANSWER 

These  twelve  questions  were  sent  to  all  members  of  the  faculty,  to 
all  county  superintendents,  to  the  principals  of  all  free  high  schools, 
and  to  all  editors  in  the  State  of  Wisconsin.  Hundreds  of  definite  sug- 
gestions were  received  and  are  being  used  as  guides  to  studies  which 
should  be  made.  Suggestions  from  alumni  are  invited. 

1.  What  if  anything  is  the  University  of   Wisconsin  undertaking 

that  the  state  as  a  whole  does  not  wish  it  to  do? 

2.  What  if  anything  is  the  University  failing  to  undertake  which 

the  state  wishes  it  to  do  ? 

3.  Is  the  University  doing  well  enough  what  it  does? 

4.  Is  it  doing  inexpensively  enough  what  it  does? 

5.  What  parts  of  its  work,  if  any,  are  inadequately  supported  ? 

6.  What  parts  of  its  work  are  out  of  proportion  —  too  large,  too 

small  —  to  its  program  as  a  whole? 

7.  Is  the  state's  support  of  the  University  proportionate  or  dispro- 

portionate to  state  support  of  other  public  educational  activities  ? 

8.  Is  the   University's  business  management  —  in  policy,   planning, 

purchasing,  supervising,  checking,  and  reporting  —  adequate  and 
efficient  ? 

9.  Does  the  legislative  policy  in  dealing  with  the  University  and 

other  educational  activities  reflect  adequate  information? 

10.  What  is  the  University's  relation  with  and  influence  upon  the 

rest  of  the  state's  system  of  public  education? 

11.  What  are  the  standards  of  living  —  social  and  economic  — in  the 

University  ? 

*NOTE.  Nine  names  representing  state  associations  of  teachers; 
farmers  (2)  ;  physicians;  lawyers;  bankers;  women;  labor;  merchants 
and  manufacturers. 


Exhibit  III:    Alumni  Questionnaire        377 

12.  What  not-yet-met  needs  of  the  state  which  the  University  might 
meet  and  what  opportunities  for  retrenchment  or  increased 
efficiency  should  be  reported  to  the  next  legislature? 

Alumni  Answers  to  be  Returned  to  the  University  Survey,  At- 
tention of  William  H.  Allen,  Capitol,  Madison,  Wisconsin 

Name  College  Course,  class  or  last  year 

Present  Address  Occupation 

If  you  were  to  have  your  undergraduate  college  course  again 

z.  Please  check  whether  in  general  you  would  prefer 

(a)  textbook  course 

(b)  lecture  course 

(c)  course  in  which  informal  discussion  by  instructor  and  class 

predominates 

(d)  In  which  lecture  courses  taken  by  you  would  you  prefer  not 

to  have  lecture  courses  again  ? 

What  if  any  difference  would  you  wish  made  in  the  amount  and 
character  of  lecture  work  for 

(e)  the  junior  and  senior  years? 

(f)  the  freshman  and  sophomore  years? 

2.  Written  exercises  prepared  out  of  class 

(a)  Would  you  like  more or  fewer than  you 

had  in  college? 

(b)  Written  in  class,  more or  fewer 

(c)  Of   "term   papers,"   i.   e.   regular   written   assignments   an- 

nounced early  in  the  term,  more or  fewer 

3.  Oral  reports 

(a)  Would  you  wish  more or  fewer Oral  quiz? 

Would  you  wish  more or  fewer? 

4.  Notebooks  on  lecture  courses 

(a)  Were  your  notebooks  reviewed and  marked  by  in- 

structors  ? 

(b)  Would  you  have  review  of  them  by  instructors  mandatory 

or  optional ? 

(c)  Would  you  have  more or  less emphasis  than 

in  your  day?  , 

(d)  Have  you  found  that  your  experience  in  taking  classroom 

notes  has  helped  you  in  your  business  or  profession  much 
little none ? 

(e)  Has  your   college  experience   in  taking  notes  on   reading 

helped  you  much little none? 

5.  Recitations  per  week  per  subject 

(a)  In  general  would  you  wish  a  class  to  meet  each  week  6 

S 4 3 2 1 times? 


378  Appendix 

(b)  Would  you   prefer   a   lecture  course  6 5.... 4 3.... 

2 i times? 

(c)  From  what  subjects  would  you  expect  better  results  if  reci- 

tations came  6 5 4. ...3 2 1 times? 

6.  Grades 

(a)  Should  students  know  their  grades?    Yes No 

(b)  Should  examined  papers  be  returned  with  grades  ?     Yes 

No 

(c)  Should  paper  be  so  marked  as  to  show  the  mark  for  each 

question?    Yes No 

(d)  Should  papers  in  each  subject  be  marked  so  as  to  show 

errors 

(1)  in  the  form?    Yes No 

(2)  in  English?    Yes No 

(3)  in  spelling?    Yes No 

(e)  Was  the  English  in  your  written  work  for  other  than  Eng- 

lish  courses   noted   too   much too    little 

enough ? 

7.  Afternoon  recitations 

(a)  Did  you  recite  afternoon?  much little none 

(b)  Did  you  benefit  more the  same. ....  .or  less from 

afternoon  than  from  morning  recitations? 

(c)  Would  you  again  prefer  afternoon or  morning 

recitations  ? 

(d)  Do  you  feel  that  afternoon  work  for  freshmen  and  sopho- 

mores is  more or  less desirable  than  afternoon 

work  for  juniors  and  seniors? 

(e)  Would  you  advise  the  University  and  taxpayers  to  provide 

rooms  enough  so  that  afternoon  recitations  would  not  be 

necessary    for    any    undergraduates  ?    Yes No 

For  juniors  and  seniors ?    Yes No For  fresh- 
men and  sophomores  ?    Yes No 

(f)  Do  you  believe  that  the  difference  in  benefits  between  after- 

noon and  morning  recitations  is  so  slight  that  the  Uni- 
versity should  require  classrooms  to  be  used  throughout 

the  afternoon,  rather  than  erect  new  buildings?    Yes 

No 

8.  Undergraduate  working  day 

(a)  So  far  as  you  can  recall,  how  many  hours  a  day  did  you 

spend   on   college  work  proper  in  preparing  for  classes 
laboratory in  classes total 

(b)  Do  you  feel  that  students  generally  in  your  day  spent  too 

much enough or   too    little time    on   their 

university  work? 

(c)  How  many  hours  a  day  on  the  average  would  you  now  feel 

that  you  should  be  required  to  spend  on  college  work,  in- 
cluding study,  class  time  or  laboratory? 

(d)  Would  you  advise  that  each  student  be  required  to  take  work 


Two  classes  of  teachers  at  Pennsylvania  State  College,  learning  how 
to  teach  agriculture  by  doing  agriculture 


Do  alumni  advise  " practical"  courses^ 


Exhibit  III:    Alumni  Questionnaire        379 

necessary  to  fill  out  a  minimum  working  day  fitted  to  his 

own  possibilities  ?    Yes No 

(e)  What  minimum and  maximum of  hours  required 

and    permitted,    would    you    suggest    for    undergraduate 
students  ? 

REQUESTING  SPECIFIC  INSTANCES  FROM  THE  PERSONAL 
EXPERIENCE  OR  OBSERVATIONS  OF  ALUMNI  AND 
FORMER  STUDENTS 

9.  Courses  slighted 

(a)  To  about  how  many  of  your  courses  did  you  give  so  much 

time  that  other  courses  had  to  be  slighted? 

(b)  To  how  many  was  this  difference  due  to  extra  interest? 

(c)  To  your  deficiency  in  that  subject? 

(d)  To  extra  requirements  by  the  instructor? 

(e)  Please  cite  instances 

10.  Highly  efficient  instruction 

Please  cite  concrete  instances  especially  in  your  freshmen  and 
sophomore  years.    Inefficient  instruction.    Please  cite  instances 

11.  Out- of -class  help  from  instructors 

(a)  Did  you  have  much  help little none from  in- 

structors?   Please  cite  concrete  instances 

(b)  Also  cite  instances  of  instructors  with  whom  you  had  no 

helpful  contact  out  of  class 

12.  Advisers 

(a)  Was  the  help  received  by  you  much little none 

perfunctory personal at   registration   time 

only continuous cumulative 

(b)  Were   you   helped   much little or   none in 

selecting  your  courses  of  study? 

(c)  Much little or  none regarding  membership  in 

students'  organizations  other  than  scientific  societies? 

13.  Outside  student  activities 

(a)  Of  how  many  societies,  literary debating or 

scientific were  you  a  »ember  ? 

(b)  Would  you  again  give  more the  same or  less 

attention  to  such  societies  ? 

(c)  Since  graduation  do  you  feel  that  you  suffered  many 

few or   no disadvantages   because   you   did 

not   have   the   right   kind enough work    in 

literary debating and  scientific socie- 
ties? 
Please  cite  specific  benefits  or  disadvantages 

(d)  To  what  other  outside  activities  did  you  give  special  atten- 

tion? 


380  Appendix 

(e)  Did  these  other  outside  activities  interfere  with  your  col- 
lege work  much little none 

If  much,  do  you  now  consider  such  interference  beneficial 
or  harmful 

14.  Secret  societies 

(a)  Of  how  many  secret  societies  were  you  a  member? 

(b)  Do  you  feel  that  you  benefited  much little 

none 

(c)  If  not  a  member  do  you  feel  that  you  suffered  much 

little or  no disadvantages  ? 

(d)  Do  you  feel  that  secret  or  Greek  letter  fraternities  and  clubs 

are   more equally less harmful 

than  other  private  limited  clubs  among  students? 

(e)  Would  you  have  the  number  of  secret  societies  decreased 

.increased abolished or  differently 

supervised 

(f)  Please  cite  concrete  instances  of  benefits,  disadvantages,  or 

recommendations 

15.  Student  government  and  honor  system 

(a)  About  how  many  instances  are  known  to  you  personally  of 

dishonesty  in  class  work,  which  as  you  now  look  back, 
could  with  reasonable  care  have  been  prevented  by  the  fac- 
ulty?  

(b)  How   many   cases   of   dishonesty   did   student   government 

settle  less  equitably  or  less  efficiently  than  you  now  be- 
lieve university  officers  would  have  settled  them  ? 

(c)  How  many  discipline  cases  were  settled  by  university  officers 

less  equitably  or  efficiently  than  you  now  believe  student 
government  would  have  settled  them? 

(d)  Would  you  have  the  honor  system  introduced?    Yes 

No 

(e)  Would  you  have  student  government  continued?    Yes 

No Extended?  Yes No Restricted?  Yes 

No 

(f)  Please   specify   conditions   or   practices   which   you   believe 

would  not  exist  under  the  honor  system. 

1 6.  University  extension  work 

Please  cite  concrete  instances  which  have  come  to  your  attention 
since  graduation  of  what  you  regard  as  efficient  or  inefficient 
service  given  by  the  University  Extension  Division,  through  its 
correspondence,  classes,  lectures,  community  institutes,  etc. 

17.  Alumni  relation  to  the  University 

(a)  Do  you  feel  sufficiently or  insufficiently informed 

,  regarding  university  affairs? 

(b)  About  how  many  instances  have  there  been  where  you  felt 

the  need  for,  and  would  have  welcomed  information  from 
the  University  as  to  matters  of  public  discussion  of  interest 
to  you  as  an  alumnus  ? 


Exhibit  III:    Alumni  Questionnaire         381 

(c)  About  how  many  times  have  you  tried  to  secure  accurate 

and  complete  information how  many  times  did  you 

get  it not  get  it 

(d)  About  how  many  suggestions  have  you  made  to  the  Uni- 

versity?  

(e)  Did  these  seem  to  be  welcomed?    Yes No 

(f)  On  how  many  did  you   receive  a  report  of  action  taken 

of   favorable   action  taken of   unfavorable 

action  taken no  action  taken no  report 

(g)  What  have  you  specifically  to  suggest  as  to  extension  of  im- 

provement  of   relations   between  the   University  and   its 
alumni? 

18.  Miscellaneous 

If  between  now  and  the  final  report  of  the  University  Survey  there 
are  questions  of  fact  which  you  would  like  answered  with  respect  to 
scope  and  methods  of  the  Survey,  will  you  give  us  an  opportunity  either 
directly  or  through  the  Alumni  Association  to  answer  such  questions? 
We  hope  you  will  also  use  our  invitation  to  send  in  suggestions  even 
though  they  are  not  apparently  covered  in  any  of  the  generally  worded 
questions  or  the  specific  questions  sent  herewith. 

There  are  a  number  of  other  questions  to  which,  if  your  time  permits, 
we  should  like  to  obtain  concrete  answers.  For  example,  which,  if 
any,  courses  did  you  take,  which  you  now  consider  a  waste  of  time? 
Which,  if  any,  courses  did  you  take  that  required  practically  no  time 
outside  of  class ;  would  you  have  the  number  of  such  classes  increased 
or  decreased  ?  From  which,  if  any,  of  the  "  pipe "  or  "  lunch "  or 
"  snap  "  courses  which  you  took,  do  you  now  feel  that  you  substantially 
benefited  ? 

Are  there  instances  of  instruction  which  you  considered  efficient  while 
at  the  University  which  now,  as  you  look  back  upon  it,  you  consider 
inefficient  ? 

Are  there  other  instances  of  instruction  which  you  considered  in- 
efficient while  at  the  University,  but  which  you  now  look  back  upon  as 
efficient  ? 

Were  there  specific  instances  when  you  were  graded  too  high  for  the 
quality  of  work  you  did ;  when  you  were  graded  too  low,  or  where  you 
felt  sure  others  were  unfairly  or  improperly  graded? 


382  Appendix 


EXHIBIT  IV 

Fitting  State  University  Service  to   State  Needs  —  Illustrations 
from  the  University  of  Minnesota 

Too  late  for  inclusion  in  the  body  of  our  text  and  index,  we  have 
received  from  the  University  of  Minnesota,  in  response  to  our 
referendum  request  of  last  winter,  facts  and  photographs  that  are 
so  very  suggestive  that  we  are  here  adding  this  index  to  them. 

While  this  material  illustrates  directly  the  newer  ideals  and  meth- 
ods of  stewardship  toward  which  our  state  universities  and  normal 
schools  are  striving,  it  should  be  equally  helpful  to  privately  sup- 
ported or  endowed  institutions  of  learning. 

If,  as  educators  so  often  say,  ed-u-ca-tion  means  drawing  out 
rather  than  pouring  in,  the  services  and  the  methods  of  graphically 
described  service  that  are  here  referred  to  will  suggest  many  ways 
in  which  every  college  can  by  serving  help  draw  out,  develop,  and 
build  the  communities  which  furnish  its  students  and  its  support. 

How  Minnesota  is  served  by  its  state  university  will  always  be 
a  question  of  national  interest,  because  Minnesota  was  wise  enough 
to  retain  for  education  the  incalculable  riches  of  its  iron  and  cop- 
per mines.  For  generations  to  come  it  will  be  easier  for  Minne- 
sota to  translate  its  ideals  of  education  into  state-wide  service  than 
for  any  other  state  to  do  so. 

Further  interest  attaches  to  Minnesota's  present  vision  and  ac- 
tion for  the  reason  that  in  1917  President  George  E.  Vincent  re- 
signed from  the  richest  state  university  to  take  the  presidency  of 
the  Rockefeller  Foundation,  which  at  present  has  a  principal  of 
over  one  hundred  and  twenty-five  million  dollars,  which  for  years 
to  come  will  undoubtedly  be  the  most  active,  the  most  praised, 
and  the  most  criticized  private  foundation  in  the  world,  and  which 
at  present  is  subsidizing  various  kinds  of  educational  service  and 
propaganda  by  the  University  of  Minnesota. 

As  do  the  college  high  spots  on  pages  113  ff.,  and  the  twenty 
different  methods  of  learning  via  doing  at  a  sister  university  men- 
tioned on  pages  294  ff.,  the  services  here  cited  indicate  a  nation- 
wide effort  on  the  part  of  higher  education  to  find  its  opportunity 
and  duty  in  the  community  needs  of  the  present  and  the  future. 
'The  material  sent  to  us  in  August,  1917,  was  addressed  to  Presi- 
dent Vincent  by  division  heads  in  January,  1917. 

Through  its  bureau  of  cooperative  research,  Minnesota's  college 
of  education  "is  making  an  extensive  survey  of  the  achievements 
of  children  in  150  school  systems.  During  the  last  year  over  150,- 
ooo  tests  in  handwriting,  spelling,  reading,  and  language  were  made 
by  local  superintendents  under  university  direction."  The  results 
of  these  tests  are  now  available. 


Exhibit  IV:  Minnesota  Photographs  383 

The  teacher-training  departments  of  high  schools  in  Minnesota 
are  being  surveyed  by  Dean  L.  D.  Coffman  of  the  college  of  educa- 
tion, for  the  Rockefeller  Foundation.  Dean  Coffman  writes  that 
he  "  controls  and  directs  the  survey  and  is  assisted  by  three  grad- 
uate students,"  who  of  course  are  thus  obtaining  the  best  possible 
kind  of  training  for  any  field  in  education.  "  The  report  will  ap- 
pear under  the  following  heads:  (i)  History  of  the  training  de- 
partments in  Minnesota;  (2)  course  of  study;  (3)  the  training  of 
teachers  in  charge  of  the  departments;  (4)  the  student  body;  (5) 
the  relation  of  the  departments  to  community  life  and  community 
welfare;  (6)  general  strengths  and  weaknesses  of  the  departments." 

Not  only  is  the  Minnesota  taxpayer  helped  in  innumerable  ways, 
of  which  the  photographs  here  listed  are  the  symptoms,  but  the 
fact  of  service  rendered  and  the  offer  of  future  service  are  set 
before  the  people  of  the  state  by  means  of  these  and  similar  pho- 
tographs. In  going  over  the  list,  will  the  reader  continually  ask 
himself  whether  his  own  college  or  normal  school  or  university  — 
or,  for  that  matter,  city  school  system  —  has  exhausted  the  possi- 
bility of  taking  taxpayers  and  patrons  into  its  confidence,  of  fitting 
instruction  to  local  needs,  and  of  giving  instruction  via  doing  work 
that  needs  to  be  done? 

Short  courses  for  farmers,  agricultural  extension,  A.  D.  Wilson, 

director 

i.  Short-course  equipment  car,  and  2,  corn-testing  instruction  as 
shown  in  photograph  opposite  page  116.  3.  Pruning  demonstration 
with  audience  of  farm  men  and  women.  4.  Meat-cutting  demon- 
stration with  audience  of  farm  men  and  women  in  schoolroom, 
Fergus  Falls,  Minnesota,  demonstrator  and  chart  just  under  replica 
frieze  of  Elgin  marbles!  5.  A  farmers'-club  picnic. 

Teaching  country  boys  and  girls  via  farm  work  that  needs  to  be 

done 

6.  Seed  testing  in  rural  school  under  direction  of  county  agent, 
A.  L.  Norling.  7.  A  northern  Minnesota  corn-club  boy's  results 
being  tested  by  T.  A.  Erickson,  the  university's  state  leader  of 
boys'  and  girls'  club  work.  8.  Rural-school  teachers  studying  how 
to  judge  corn  and  grain  by  judging  them.  9.  State  champion  bread 
club  of  nine  girls,  Maple  Lake,  Minnesota.  10.  Garden  and  can- 
ning club  girl  against  a  background  of  canned  fruits  and  vegetables, 
chart  of  instructions,  and  photographs  of  different  breeds  of  milch 
cows.  ii.  The  fourth  winner  in  the  state  fair  contest  of  boys'  pig 
clubs  —  boy's  pig,  cared  for  under  university  direction,  being  over 
twice  as  large  as  father's  pig,  same  litter. 

General  extension  work,  Richard  R.  Price,  director 

12.  Map  showing  state-wide  activities,  7  symbols.  13.  Photo- 
graphs of  letters,  correspondence  study  work.  14.  Extension  class 
in  electricity,  Duluth.  15.  Night  class  of  50  in  banking.  16.  Night 
class  of  60  in  business  law.  17.  Class  of  35  in  accounting,  up  state. 
18.  Class  of  20  in  chemistry.  19.  Short-course  class  of  125  men 


384  Appendix 

and  women  in  merchandising.  20.  Class  in  accounting,  Minneap- 
olis. 21.  Class  of  20  men  and  women  in  mechanical  drawing.  22. 
Class  of  30  in  show-card  writing,  merchandising  short  course. 
23.  Class  of  40  in  Spanish.  24.  Class  of  25  in  rhetoric.  25.  Ama- 
teur theatricals  in  an  up-state  town,  university's  lyceum  service. 
26.  Orchestra  at  Northfield.  27.  Set  of  plays  lent  in  the  dramatic 
service.  28.  Typical  posters  of  university  week,  6-day  program. 

29.  Traveling  set  of  slides  used  in   furthering  visual   instruction. 

30.  Municipal   Reference   Bureau,  photograph  of  files  to   indicate 
available  material. 


Index 


INDEX 


Absences,  recorded,  50;  students 
dropped  for  unexplained,  114. 

Academic  freedom,  and  written 
agreements,  49 ;  protected  by  rec- 
ord of  absences,  52;  questions, 
73ff. 

Accounts,  see  topics ;  sample  state- 
ment, 131. 

Adelphi  College,  99. 

Administration,  see  topics. 

Admission  requirements,  specific, 
preferable,  247;  standard  ex- 
aminations, 249 ;  accrediting 
schools,  340;  inquisitive  wan- 
derer welcome,  350. 

Advisers  for  students,  begin 
too  late,  90 ;  students  assigned  at 
Smith,  118;  survey  questions, 
266. 

Akron,  Municipal  University,  351. 

Alabama  survey,  2. 

Alumni,  start  survey,  2;  Harvard, 
8;  Texas,  8;  Wisconsin,  8;  dis- 
satisfaction, 16;  help  on  ques- 
tions, 29;  visitation  by,  57;  de- 
ferred payments,  77;  should  be 
listed,  102 ;  promote  business  ef- 
ficiency, 109,  132;  Harvard,  in- 
spect instruction,  114;  keeping  in 
touch  with,  215;  on  digressions, 
226;  on  cultural  vs.  practical 
subjects,  235. 

American  School,  no. 

Anonymous  complaints,  used,   19, 

54- 
Appeals,  see  Publicity ;  amateurish, 

88. 

Art,  see  Beauty  making. 
Assemblies,  student,  194. 
Association  of  American  Colleges, 

3,  129,  152. 
Association  of  College  Professors, 

2,  64,  73. 
Association  of  Southern  Colleges, 

285,  287. 
Athletics,  see  Outside  activities. 


387 


Audit,  outside,  in  by-laws,  53;  of 
operation  reports,  70;  by  busi- 
ness agent,  71 ;  of  non-financial 
statements,  108,  127. 

Averages,  misleading,  6;  like  a 
plague,  39;  for  research,  not 
enough,  158;  ad  absurdum,  281, 
296,  311. 

Ayers,  Dr.  L.  P.,  7. 


Bagley,  Professor  W.  C,  I. 

Balance  sheet,  see  Accounts. 

Beauty  making  and  building,  72; 
fine  arts  taught,  72;  violations, 
73;  superintendent  needed,  73; 
in  town,  college  responsibility, 

Bellevue  and  Allied  Hospitals,  136. 

Beloit  College,  197. 

Benezet,  Superintendent  L.  P.,  354. 

Berg,  David  E.,  276-280. 

Birge,  Dean  E.  A.,  304. 

Board,  daily  reports,  190 ;  see  Cost 
of  living. 

Bookkeeping  methods,  132  ff.; 
minimum  essentials,  132-134. 

Boston  University,  207. 

Bowdoin  College,  113,  264. 

Brittain,  Dr.  H.  L.,  21,  256. 

Bryce,  James,  308,  313,  317. 

Bryn  Mawr,  32,  207. 

Budget,  of  president's  time,  81 ; 
minimum  essentials,  118-124; 
faculty,  119;  study  needed,  120; 
will  not  prevent  deficits,  121 ;  for 
research,  158;  library,  245;  stu- 
dent activities,  198. 

Bumpus,  President  H.  C.,  87,  93. 

Burton,  Professor  H.  E.,  3. 

Burton,  President  M.  L.,  10,  46, 
153,  249. 

Business  manager,  47;  testing  effi- 
ciency, 106;  questions,  108;  in 
city  schools,  no;  responsible  to 
whom,  no. 


388 


Index 


Butler,  President  N.  M.,  158,  160, 

174,  233,  238,  244,  254,  327- 
By-laws,  surveyed,  52. 

Calendar,  of  problems  needing  at- 
tention, 61,  168,  181. 

California,  University,  116. 

Carleton  College,  129,  130,  131,  138, 
205,  218. 

Carnegie  Foundation,  3,  6,  7,  66, 
92,  95,  97,  126,  129,  133,  173,  218, 
241,  242,  247,  249,  285,  354- 

Carnegie  Institute  of  Technology, 
105,  204. 

Catalog,  placing  tested,  102;  best 
points  circulated,  112;  on  course 
of  study,  218;  earmarks  of  effi- 
ciency, 220 ;  no  index  to  instruc- 
tional efficiency,  255. 

Cattell,  J.  McKeen,  66. 

Central  boards  of  education,  sur- 
veys, 3,  30;  make  official  visitors 
necessary,  59;  to  supervise  col- 
leges, 353. 

Chicago  Normal  College,  i. 

Chicago,  University,  28,  54,  100, 
116,  216,  223,  316. 

Cincinnati,  University,  115,  226, 
228,  230,  283,  339,  349- 

Citizenship,  courses,  229;  of  col- 
leges, 334- 

City  schools,  self-surveying,  2; 
superintendents  asked  to  help 
college  surveys,  20. 

Civic  agencies,  asked  for  sugges- 
tions, 20;  in  college  towns,  334. 

Classes,  see  Small  classes. 

Classics,  tests,  233,  238,  301  ff. 

Classroom  instruction,  observed,  2, 
21 ;  help  during  visit,  22;  coop- 
erative visiting,  31 ;  trustees,  43 ; 
ability  in,  vs.  scholarship,  58 ;  in- 
competent, investigated,  59;  de- 
partments correlated,  113;  new 
instructors,  departmental  confer- 
ences, 183;  survey  essentials, 
251  ff. ;  observation  of,  253;  ob- 
jections to  observing,  254;  ques- 
tions, 258 ;  score  card,  261 ;  per- 
sonalities portrayed,  276-280. 

Clearing  house,  see  Reference  and 
research. 


Colgate  University,  115. 

College  Entrance  Board,  315. 

Colorado  survey,  3. 

Columbia  University,  I,  74,  75,  113, 
158,  160,  174,  209,  248,  249,  252, 
254,  345,  347,  349- 

Commission  government,  163. 

Communities,  college,  analyzed,  91, 
100 ;  books  loaned  to  country 
schools,  114;  advice  as  to  roads, 
115;  help  in  city  building,  116; 
Oberlin  proposals,  116;  estab- 
lishing municipal  reference  bu- 
reau, 117;  cooperation  with  civic 
agency,  117;  helping  civil  service 
commission,  117;  teaching  city 
employees,  117;  173  studies,  62 
booklets,  9,000  news  letters 
weekly,  118;  home  town  condi- 
tions, 334  ff. 

Comparative  surveys,  35. 

Complaint  boxes,  useful,  20 ;  in  by- 
laws, 54 ;  followed  up  by  visitors, 
61;  invited  by  president,  89;  in 
assemblies,  195. 

Conditions  needing  correction, 
listed,  18;  separately  reported, 

22,  32. 

Confidences,  invited,  19. 

Connecticut  surveys,  2;  instruc- 
tion score  card,  261. 

Conventions,  for  trustees,  44;  for 
faculty,  report  results  annually, 
57;  benefits  from,  184. 

Cooke,  Morris  L.,  49. 

Cooperation  in  surveys,  I ;  twelve 
steps,  19  ff. ;  time  for,  should  be 
guaranteed,  26;  illustrations,  28; 
ten  suggestions,  29;  university 
with  public  schools,  58. 

Cooperative  courses,  228,  243. 

Cornell  University,  199. 

Correlation,  226. 

Cost,  reason  for  surveys,  16;  re- 
duced by  student  studies,  32 ;  re- 
ported annually,  classified,  93, 
95;  in  budget,  118  ff. ;  of  re- 
search, 329. 

Cost  of  living,  for  students,  185; 
student  budgets,  187,  194;  maxi- 
mum set,  192 ;  college  towns,  339. 

Course   of   study,   field   work   in 


Index 


389 


law,  58;  without  foreign  lan- 
guage, 113;  legal  aid  and  prac- 
tice teaching,  116;  survey  ques- 
tions, 204  ff. ;  seven  essentials, 
222;  cooperative,  228;  citizen- 
ship, 229 ;  cultural,  233 ;  fitted  to 
local  needs,  236;  graduate  work, 
240 ;  professional,  241 ;  in  ab- 
sentia, 244;  testing  individual 
courses,  246;  segregation  of 
sexes,  320. 

Courtis  tests,  281. 

Cowling,  President  D.  J.,  129,  130, 
131,  138,  218. 

Credits,  by  courses,  93. 

Criticisms  of  colleges,  by  colleges, 
12;  method  of  meeting,  102; 
frank  admission  pays,  103. 

Cultural  subjects,  tests,  233. 

Dabney,  President  C.  W.,  334. 

Dartmouth,  studies  23  colleges,  3. 

Dayton  Bureau  of  Research,  350. 

Deans,  see  topics;  tests,  82-86. 

Degrees,  honorary,  questions,  62; 
factor  in  selecting  president,  84. 

Department,  heads,  see  topics ;  re- 
view questions,  30;  review  find- 
ings, 31 ;  vacations,  67 ;  tests, 
82-86;  government,  167;  writ- 
ten records,  182;  interdepart- 
mental conferences,  182;  catalog, 
220;  supervision,  263;  precep- 
torial system,  264. 

Discipline,  probation,  59 ;  .  clogs 
faculty  meetings,  90. 

Dormitories,  cost  statements,  34; 
pay  3%  interest,  114;  coopera- 
tive housekeeping,  116;  costs, 
185,  189;  questions,  186,  188. 

Drexel  Institute,  81. 

Economics  department,  surveyed 
by  education  department,  3. 

Efficient  College,  The,  4. 

Electives,  questions,  237. 

Elimination,  reported  annually,  93 ; 
cumulative  record  needed,  104, 
106 ;  questions,  105 ;  needs  study, 
243;  student  failure  analysis, 
283 ;  point  system,  319. 


Employment  bureau,  208;  weak- 
nesses, 209,  228 ;  minimum  essen- 
tials, 211. 

Endowments,  75;  affect  tuition 
rates,  76;  handling  of,  unimag- 
inative, 78;  not  treated  as  cur- 
rent gifts,  126;  should  be  ex- 
plained, 128;  foundation  influ- 
ence, 354. 

Engineering,  see  Cooperative. 

English,  survey  tests,  297  ff. ;  in 
non-English  classes,  313. 

Entrance  requirements,  247. 

Estimates,  see  Budget. 

Evans,  President  Silas,  162,  197, 
323- 

Evanstpn  schools,  337. 

Extension  courses,  for  town  offi- 
cers, 115;  for  farmers,  115;  for 
penitentiary  inmates,  116;  mov- 
able schools  for  farmers,  116; 
night  courses  in  engineering  and 
architecture,  116;  by  students, 
117;  Reed  College,  117;  in  ped- 
iatrics, 118;  program,  345  ff.;  by 
correspondence,  346;  questions, 
347. 

Extra-curricular  activities,  185  ff. 

Faculty,  see  topics;  and  trustees, 
42  ff. ;  promises  to,  written,  48; 
out-of-college  service  recorded, 
48 ;  protected  by  written  records, 
50;  represented  by  deans,  86; 
first  meeting,  89-91 ;  suggests 
business  changes,  in;  adminis- 
tration, 114;  exchange  lectures, 
114;  government  undemocratic, 
162,  166;  defects  of  meetings, 
168 ;  full-time  secretary,  171 ;  in- 
vestigations, defects,  172;  sal- 
aries, 172  ff. ;  attitude  toward 
student  activities,  199;  research, 
incompetent  supervision,  293. 

Failures,  studied,  causes  reported, 
94,  283. 

Fee,  college,  114. 

Fichandler,  Alexander,  22. 

Field  training,  see  Learning  via 
doing. 

Financial  statements,  must  be 
readable,  127,  129;  minimum  es- 


390 


Index 


sentials,  127-129;  four  kinds  of 
receipts,  129;  keeping  separate 
non-college  funds,  130;  sample 
headings,  131. 

First-year  students,  questions 
about  teaching,  56 ;  taught  by  de- 
partment heads,  114,  324. 

Foreign  language,  faculty  com- 
mittee, 113;  survey  questions, 
301  ff. ;  case  for,  304. 

Foster,  President  W.  L.,  117. 

Foundations,  see  names;  limita- 
tions, 7;  would  strip  trustees  of 
duties,  42;  effect  upon  colleges, 
354J  3  questions  for  surveyors, 
357 ;  constructive  program,  359. 

Fraternity,  see  Extra-curricular. 

Gary  school  survey,  233. 
General  Education   Board,   7,  80, 
126,  127,  130,  132,  232,  233,  242, 

354- 

German,  see  Foreign. 

Godfrey,  President  H.  B.,  81. 

Grading,  analyzed,  235;  new  the- 
ories, 309;  questions,  310;  weak- 
nesses, 310;  written  work,  312  ff. 

Graduate  work,  supervision,  177; 
Ph.D.  thesis  defects,  179;  an- 
nouncements mislead,  240 ;  insin- 
cerities, 285;  by  small  colleges, 
285 ;  testing  thesis,  291. 

Graphs,  aid  administrators,  40,  81, 
139,  141 ;  to  show  non-use  of 
space,  139  ff. 

Greek,  tests,  233,  238. 

Hadley,  President  A.  T.,  325,  326. 

Hagerty,  Dean  J.  E.,  u,  26,  27. 

Hall,  G.  Stanley,  326. 

Harper,  President  W.  R.,  100. 

Hartridge,  Miss  Evelyn  B.,  334. 

Harvard,  3,  8,  75,  105,  114,  226, 
235,  248. 

Health  protection,  201  ff.;  defects 
corrected,  212;  college  town  con- 
ditions, 340. 

Henmon,  Professor  y.  A.  C,  330. 

High  school,  experience  in,  helpful 
to  presidents,  82 ;  practice  teach- 
ing, 116;  colleges  study,  342. 


High  spots,  listed,  18;  separately, 
23,  32 ;  year's,  reported,  57 ;  from 
other  colleges,  113  ff. ;  catalog, 
219. 

High  Spots  in  New  York  Schools, 
262. 

Hill,  Professor  William,  312. 

Hine,  Charles  D.,  26,r. 

Hughes,  President  R.  M.,  81,  151, 
217. 

Hughes,  Superintendent  C.  C,  206. 

Hurt,  President  H.  W.,  105. 

Idaho,  central  board  surveys,  3; 
questions  helpful,  30,  121. 

Illinois,  University,  I,  64,  266. 

Illinois  Wesleyan,  113. 

In  absentia  courses,  115,  244,  285, 
295,  346. 

Indiana,  normal  survey,  3. 

Institute   for   Public   Service,  81, 

T  125,  253,  257. 

Instructional  efficiency,  see  topics; 
criticized  by  colleges,  12;  aided 
by  student  surveying,  32;  inves- 
tigated by  trustees,  55,  56;  fac- 
tor in  selecting  instructors,  58; 
pensions  affect,  67;  vocations 
affect,  68;  tested  by  president, 
88;  a  sidetracked  interest,  90; 
meeting  criticism,  102;  and  out- 
side activities,  116;  affected  by 
buildings,  138;  and  time  sched- 
ules, 144,  150;  aided  by  class 
records,  154;  influenced  by  re- 
search cult,  157;  and  tenure, 
172 ;  interdepartmental  confer- 
ences, 182;  educational  conven- 
tions, 183 ;  courses  of  study,  222 ; 
correlation  of  subjects,  224; 
competition,  239;  method  and 
accomplishment,  250-333. 

Iowa  survey,  3,  5,  20,  30,  143,  158, 
177,  224,  292,  346. 


Jones,  Dean  E.  E.,  32,  251,  260, 

284,  337,  338. 
Jones,  Dean  F.  S.,  319. 
Junior  college,  321. 

Kahn,  Otto  H.,  72. 


Index 


Kansas  survey,  3,  30,  114,  US,  121, 

312. 

Keppel,  Dean  F.  P.,  252,  283. 
King,  President  H.  C,  116,  326. 

Lafayette  University,  283. 

Latin,  tests,  233,  238. 

Learning  via  doing,  on  survey  ma- 
terial, 31 ;  use  of  students  on  sur- 
veys, doubted,  32;  studying  col- 
lege problems,  32;  in  law,  58; 
in  office  work,  104,  109;  practice 
teaching  in  rural  schools,  114; 
summer  employment  to  Harvard 
students,  114;  work  in  public 
schools,  115;  training  for  social 
service,  115;  commercial  prac- 
tice, 115;  livestock  judging  and 
project  clubs,  115;  m  manufac- 
turing, 115;  in  college  heating 
plant,  115;  in  local  power  plant, 
115;  run  moonlight  schools  and 
free  lecture  system,  116;  credit 
for  farming,  116;  legal  aid  bu- 
reau, 116;  practice  teaching  in 
high  school,  116;  summer  camp 
for  engineers,  116;  home  man- 
agement, 117;  field  training  for 
public  service,  117;  on  college 
bookkeeping,  134 ;  by  instructors, 
234;  in  Wisconsin,  293  ff. ;  at 
Northwestern,  337;  teachers  not 
required  to  teach,  342. 

Lecture,  overdone,  316. 

Lee,  Ivy  L.,  100. 

Legislatures,  order  surveys,  2,  16; 
reports  published,  27;  budget  es- 
sentials, 118-124. 

Library,  244  ff. 

Lough,  Professor  J.  E.,  336. 

Lowell,  President  A.  L.,  3. 

Low  spots,  see  items. 

Me  Andrew,  William,  281. 
McLennan,  Professor  S.  F.,  330. 
McKendree  College,  105. 
McVey,  President  F.  L.,  81,  323. 
Mandel,  Edward,  22. 
Maryland  survey,  3,  7,  233. 
Master's  degree,  see  Graduate. 
Matscheck,  Walter,  179. 
Mezes,  President  S.,  47. 


Miami  University,  3,  81,  106,  114, 
135,  IQO,  191,  199,  217,  319. 

Michigan,  University,  44,  117. 

Milwaukee  Normal,  no. 

Minimum  essentials,  of  colleges,  4; 
for  college  managers,  82;  in 
testing  courses,  247;  use  of,  280 
ff. ;  listed,  281. 

Minneapolis  Committee  of  Munici- 
pal Research,  3. 

Minnesota,  University,  3,  10,  48, 
116,  121,  275. 

Minutes,  in  by-laws,  53 ;  surveyed, 
56,  90;  visitors  should  read,  61; 
waste  faculty  time,  90;  of  bud- 
get deliberations,  122. 

Missouri  survey,  3. 

Missouri,  University,  117. 

Modern  Philanthropy,  96,  98. 

Montana,  University,  116. 

Mount  Holyoke,  248,  249.  334. 

Municipal  Reference  Bureau,  117. 

Municipal  universities,  339,  349. 

National  Education  Association,  5. 

Nearing,  Professor  Scott,  235. 

Nebraska,  University,  117. 

Needs,  cumulative  lists,  78;  not 
listed,  first  of  year,  90. 

New  York  City  College,  203,  345, 
347,  349- 

New  York  City,  school  survey,  26 ; 
cooperative  teaching,  229. 

New  York  University,  115,  345. 

Nichols,  ex-President,  63,  325. 

Normal  schools,  surveyed,  i,  3. 

North  Carolina  University,  116, 
117. 

North  Dakota,  survey,  3,  5;  uni- 
versity, 115,  346. 

Northwestern  University,  32  165, 
251,  284,  337. 

Oberlin,  20,  28,  116. 

Office  essentials,  103. 

Ohio,  state-wide  survey,  I,  21 ;  uni- 
versity, i,  3,  n,  116,  117. 

Oregon  University,  survey,  3,  5. 

Organization,  questions  for  trus- 
tees, 46;  confusion  of  responsi- 
bility avoided,  47;  statistical, 


392 


Index 


minimum  essentials,  103 ;  of  fac- 
ulty simplified,  114. 

O'Shea,  Professor  M.  V.,  316. 

Out-of-state  students,  193. 

Outside  activities  of  faculty,  48; 
of  students,  see  Extra-curricu- 
lar. 

Pearse,  President  C.  G.,  no. 

Pease,  Lynn  S.,  58. 

Pennsylvania,  University,  48,  209, 
218,  312,  317,  346. 

Pensions,  66  ff. 

Percentages,  computed  for  trus- 
tees, 55 ;  of  freshmen,  taught  by 
older  men,  56 ;  in  president's  re- 
port, 92;  eligible  to  college,  99; 
working  week,  146. 

Personalities,  eliminate  from  re- 
ports, 17;  questions,  when  em- 
ploying instructors,  58;  when 
giving  honorary  degrees,  62; 
president's,  83 ;  student  prepared- 
ness, 113;  president  qualications, 
185;  chart,  208,  257;  analyzed 
for  employment,  213;  specific 
tests,  252;  measurable,  274  ff. ; 
72  portraits,  276. 

Ph.D.,  see  Graduate ;  thesis,  inade- 
quate supervison,  178;  typical 
deficiencies,  179. 

Philipp,  Governor  E.  L.,  353. 

Phillips-Andover,  233. 

Physical  instruction,  59,  204  ff. 

Political  science,  practical  studies, 
335- 

Pratt  Institute,  48,  204,  283,  312. 

Preceptorial  system,  113. 

President,  see  topics;  sets  pace  in 
efficiency,  81 ;  qualifications,  82 ; 
working  year,  87;  efficiency 
tests,  88;  gives  courses,  225. 

Preston,  Josephine  C,  356. 

Princeton,  75,  248,  264. 

Pritchett,  President  H.  S.,  92,  97, 
285. 

Private  colleges,  surveyed,  2,  3; 
limitations  of  foundations,  7; 
will  have  outsiders  survey,  14; 
will  make  suggestions,  30;  con- 
done high  costs,  193. 

Professional  courses,  241. 


Psychology,  via  doing,  336. 

Public-health  courses,  116. 

Public  service,  field  training,  117; 
see  Learning  via  doing. 

Publicity,  of  surveys,  disapproved, 
27 ;  urged,  17,  27 ;  in  small  doses, 
26,  351 ;  inefficiency  criticized,  59; 
budget,  124;  of  instructors'  time, 
146;  vacancies  advertised,  176; 
stress  health  needs,  205 ;  catalog, 
219  ff.;  misrepresents  Ph.D's., 
285,  286. 

Purchasing  methods,  134,  135. 

Purdue  University,  147. 

Rankin,  Professor  A.  W.,  167. 

Rankin,  Janet  R.,  179. 

Ranking,  of  colleges,  36. 

Recommendations,  separated,  22 ; 
based  on  facts,  23 ;  reported  an- 
nually, 57. 

Record  Aids  in  College  Manage- 
ment, 81,  121,  125,  199,  201,  209, 
247,  252,  267,  275. 

Records,  see  topics ;  are  indexes  of 
efficiency,  124;  defects  of,  155; 
written,  for  departments,  182; 
cumulative,  of  health,  204. 

Reed  College,  117,  195,  334. 

Reference  and  research,  division 
of,  1 11-118;  enlisting  faculty, 
112. 

Regents,  see  Trustees. 

Repairs,  actuarial  leases  for,  73. 

Reports,  see  topics;  are  surveys, 
8;  improving,  10;  survey,  should 
contain,  16;  small  doses  better, 
26 ;  reasons  for  and  against  pub- 
lishing, 27 ;  suggest  questions  for 
surveys,  30;  to  trustees,  42;  es- 
sentials, in  by-laws,  53,  54;  re- 
flect research,  57 ;  visitors  should 
read,  61 ;  president's,  essentials, 
83  ff.;  best  points  circulated, 
112;  printed  early,  113;  by 

?raphs,  ^118;  for  alumni,  215;  by 
oundations,  358. 

Research,  a  qualification  for  presi- 
dent, 84;  faculty  committee,  113; 
and  teaching  efficiency,  113;  rec- 
ords, 156;  control  and  cost,  157 
ff.;  supervision  tests,  177;  ef- 


Index 


393 


feet  upon  teacher,  325  ff. ;  survey 
questions,  327;  five  elements, 
328;  cost  of,  329;  21  questions, 

33i- 

Revolving  funds  kept  separate, 
130,  136;  alternatives,  137;  ad- 
vanced, not  given,  137. 

Rhode  Island  State  College,  312. 

Ripon  College,  162,  197,  323. 

Rockefeller  Foundation,  242,  354. 

Root,  Elihu,  244. 

Rounds,  C.  R.,  300,  301. 

Russell  Sage  Foundation,  7. 


Salaries,  written  agreements,  47; 
and  vacations,  67;  levels,  75; 
budget  questions,  119;  survey  es- 
sentials, 175;  averages  mislead- 
ing, 177- 

Scapegoats,  educational,  41;  none 
on  business  side,  79. 

Schneider,  Dean  H.  G.,  208,  283. 

Scholarship,  of  president,  83,  84; 
honor  point  system,  113-116,  318; 
reading  for  honors,  117. 

School  and  Society,  66. 

Science,  66. 

Scientific  management,  109. 

Secondary,  see  High. 

Segregation  of  sexes,  320. 

Self-government,  196  ff. ;  limita- 
tions, 197. 

Self-survey,  see  topics. 

Self-Surveys  by  Teacher-Training 
Schools,  38,  242. 

Sex  hygiene  courses,  117. 

Sharp,  Professor  F.  C.,  330. 

Sheffield  Scientific  School,  115. 

Small  classes  reduced,  114;  num- 
ber published,  118,  156;  capital 
cost,  157. 

Smith  College,  10,  32,  113,  118, 
121,  122,  139,  188,  248,  249. 

Space,  non-use  of,  charted,  36;  an- 
nually reported,  94;  no  proprie- 
torship allowed,  117;  surveys 
needed,  138-141 ;  efficiency,  argu- 
ments against,  140;  three  ways 
of  reporting,  141 ;  United  States 
bureau's  formula,  143;  small 
classes,  157. 


Specialization,  318. 

State  department  of  education, 
surveying  local  schools,  2;  Wis- 
consin surveys  university  and 
normals,  3;  not  asked  to  survey 
colleges,  6;  central  boards,  sur- 
veying, 30,  352. 

Statistics,  see  topics. 

Stearns,  Alfred  E.,  233. 

Stowe,  President  A.  M.,  195. 

Student,  outside  activities,  advis- 
ers, 58;  rushing  controlled,  59; 
publications  censored,  59;  ques- 
tions, 199;  see  Ex-curricular. 

Student-clock-hour,    151    ff. 

Supervised  study,  206,  284. 

Supervision,  of  instruction,  262 ;  of 
advisers,  269. 

Taxpayers  demand  surveys",  2,  16; 
will  be  generous  if  informed, 
76. 

Teachers  College,  Columbia,  326, 
342.. 

Teaching,  see  Instruction. 

Teaching  load,  Smith  analyzes, 
113;  Wisconsin  figures,  145; 
Purdue,  147;  tests,  150  ff. 

Technique,  survey,  37  ff. ;  factor- 
ing questions,  38;  working  pa- 
pers, clearly  marked,  39;  cau- 
tions, 49 ;  see  topics. 

Tentative,  see  Budget. 

Tenure,  questions,  63;  and  sal- 
aries, 172. 

Texas,  University  survey,  8. 

Time  budget,  see  Budget  and 
Teaching  load 

Toledo  University,   146,   158,   171, 

195,  339,  349- 

Tolstoy,  Count,  75. 

Transfers,  see  Budgets. 

Trottman,  Regent  James  F.,  46. 

Trustees,  will  start  surveys,  i,  16; 
use  survey  currently,  20;  rela- 
tion to  president  and  faculty,  42 
ff. ;  foundations  would  strip  of 
duties,  42;  number  in  United 
States,  44;  conventions  for,  44; 
responsible  for  deficiencies,  46; 
survey  by-laws,  52 ;  minutes,  53 ; 
investigations  for,  54  ff. ;  and 


394 


Index 


visitors,  58;  audit,  inadequate, 
70;  need  lists  of  needs,  78;  and 
deans,  86;  budget  making,  118  ff. 

Tufts  College,  22,  87,  93,  n8. 

Tuition  rates,  76. 

Unit  costs,  supplies,  board,  135. 

United  States  Bureau  of  Educa- 
tion, as  surveyor,  4;  limitations, 
5 ;  will  list  surveys,  30 ;  free  pub- 
lications, 246;  extension  work, 
345- 

Vacations,  67  ff. 

Van  Rise,  President  C.  R.,  326. 

Vassar,  36,  141,  144,  209,  248,  249, 

334- 

Veblen,  T.  B.,  185. 

Vermont,  surveyed,  7. 

Visitors,  official,  57  ff. ;  results  in 
Wisconsin,  58;  dangers,  59;  is- 
sue student  questionnaire,  60; 
time  to  report,  60. 

Vocational  guidance,  206;  instruc- 
tion, 212. 

Voice,  important,  83;  speech-de- 
fect clinic,  116. 

Washington,  surveys,  2,  3,  5. 

Way,  Professor  R.  B.,  197. 

Wendell,  Professor  Barrett,  254. 

Winship,  Dr.  A.  E.,  281. 

Woodbridge,  Dean  E.  G.,  249,  349. 

Wellesley  College,  248,  249. 

Wesleyan  University,  115. 

Williams  College,  346. 

Wisconsin,  normal  schools  sur- 
veyed, i ;  state  department  sur- 
veying, 2 ;  university  surveyed, 
3 ;  university  alumni  visit,  8 ; 
university  president  on  survey- 
ors, 17;  confidences  invited,  20; 


faculty  asked  questions,  21 ;  edu- 
cation department  visited  classes, 
21 ;  prompt  building,  22 ;  state 
budget  law,  25;  university  sur- 
vey report  in  sections,  26; 
questions  included  Oberlin  and 
Chicago,  28;  twelve  general 
questions,  28;  central  board, 
questions  helpful,  30;  university 
survey  avoided  comparative 
studies,  34;  tabulation  card,  39; 
by-laws  surveyed,  52;  visitor's 
results,  58;  prohibits  Socialist 
address,  75;  high  spots,  113; 
working  week,  144;  central 
board  asks  time,  146;  rebate  for 
research,  157,  160;  research 
cost,  158;  full-time  faculty  sec- 
retary, 171;  student  costs,  194; 
student  activities,  201 ;  voca- 
tional conferences,  207;  employ- 
ment bureau,  209 ;  catalog,  221 ; 
coordinating  lectures,  225;  cul- 
tural vs.  practical  courses,  232; 
normal -school  study,  242;  spe- 
cific efficiency  tests,  252 ;  univer- 
sity classroom  visits,  256,  270 
ft.;  learning  by  doing,  294  ff. ; 
English,  300;  foreign  languages, 
304;  and  questions,  306;  spe- 
cific grading,  312;  student  com- 
ments, 316;  point  system,  319; 
research  survey,  330;  credits  in 
absentia  work,  346. 

Working  week,  see  Teaching  load. 

Written  agreements,  48,  89,  164. 

Yale,  32,  76,  78,  113,  188,  192,  204, 

215,  248,  251,  319,  324. 
Yocum,  Professor  A.  D.,  218,  220, 

221,    222,    225,    229,    234,    235,   238, 

243,  244, 245, 247. 


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